UC-NRLF 


LC 


AUG  13  ttfjf 
GIFT 


SOME    CONTINUATION 
SCHOOLS    OF    EUROPE 

By 
EDWIN    G.   COOLEY 


PUBLISHED   BY 

THE    COMMERCIAL  CLUB   OF   CHICAGO 

1912 


SOME 

CONTINUATION    SCHOOLS 
OF   EUROPE 


BY 

EDWIN    G.    COOLEY 

CHICAGO,  ILLINOIS 


I     Organization   of  the   Industrial  Con- 
tinuation Schools  of  Crefeld 

II     Pre- Apprenticeship  Schools  of  London 

III     The  Scottish  System  of  Continuation 
Schools. 


These  three  articles  are  some  of  the 
results  of  an  investigation  of  Industrial 
education  in  Europe  undertaken  for  the 
Commercial  Club  of  Chicago. 


REPRINTED  FROM   VOCATIONAL   EDUCATION 

THE  MANUAL  ARTS  PRESS 

PEORIA,  ILL. 


ORGANIZATION  OF  THE  INDUSTRIAL  CONTINUATION 
SCHOOLS  OF  CREFELD, 

THE  city  of  Crefeld  in  the  Rhine  Province  has  a  population  of 
110,000  inhabitants.  It  is  a  prominent  manufacturing  center, 
and  is  well  supplied  with  industrial  schools.  Besides  the  usual 
elementary  and  secondary  schools,  it  has  an  Industrial  Art  School,  a 
Royal  Weaving  School,  a  Royal  Dyeing  School,  and  a  well  organized 
system  of  industrial  continuation  schools.  In  the  following  sketch  I 
have  tried  to  show  what  Crefeld  is  doing  to  care  for  its  boys  between 
the  ages  of  fourteen  and  eighteen,  who  are  compelled  to  leave  school 
and  enter  the  industries.  I  have  tried,  too,  to  show  how  the  good  people 
of  Crefeld,  while  providing  industrial  education  for  their  boys,  have 
given  careful  attention  to  their  physical,  social  and  moral  education. 

AIM   OF  THE   SCHOOL. 

The  industrial  continuation  school  tries  to  equip  young  working 
men  to  meet  the  demands  of  the  present  economic  life,  as  well  as  to 
furnish  them  general  instruction  during  the  important  years — between 
fourteen  and  eighteen.  The  problem  of  these  schools  is  difficult  in  that 
the  youth  must  be  considered  first,  as  an  individual ;  second,  as  a  member 
of  a  trade;  and  third,  as  a  citizen  of  the  state.  The  school  tries  to 
harmonize  these  points  of  view  so  as  to  make  good  men,  efficient 
workers,  and  good  citizens. 

The  industrial  continuation  school  applies  the  lever  at  the  point  of 
the  boy's  greatest  interest,  his  chosen  vocation,  turning  to  use  the  eager 
expectation  and  joyous  ardor  with  which  at  fourteen  he  enters  into 
industrial  life.  The  ever  changing  demands  of  modern  life  with  the 
corresponding  changes  in  methods  of  production  make  the  master's  shop 
the  best  place  to  learn  the  practical  side  of  a  trade.  The  industrial 
continuation  school  has,  however,  provided  school  work-shops  for  some 
of  the  trades,  not  with  the  idea  of  replacing  the  master's  instruction,  but 
of  supplementing  it  logically  under  technical  leadership,  thus  making  it 
possible  to  turn  out  a  better  all-around  workman. 

At  this  time  in  a  boy's  life,  he  naturally  demands  the  "how"  and 
"why"  of  everything  he  sees  and  does.  In  the  workshop  of  the  master 
there  is  no  time  for  this  theoretical  instruction  which  is  absolutely 
necessary  if  the  boy  is  to  become  a  thoughtful  worker  and  not  a  mere 
machine.  In  the  master's  workshop  the  economic  struggle  claims  all 


251727 


4  CONTINUATION  SCHOOLS 

the  powers  of  the  worker,  and  demands  every  minute  for  productive 
work.  The  industrial  continuation  school,  therefore,  tries  to  give  this 
information  in  the  school  workshops  in  immediate  connection  with 
practical  work.  It  seeks  to  unite  technical  and  economic  knowledge 
with  the  practical  ability  to  do. 

The   theoretical    instruction   of   the   industrial   continuation   school 
must  provide  for : 

(A)  The  purely  technical  side  in: 

1.  Industrial  science. 

2.  Technical  drawing. 

3.  Technical   mathematics. 

(B)  The  business  or  economic  side  in: 

1.  Bookkeeping. 

2.  Calculations  of  cost  of   production. 

3.  Business  correspondence. 


TECHNICAL  ASPECTS  OF  THE  WORK. 

(1)  Industrial  Science  teaches  the  pupil  the  origin,  qualities,  peculiarities, 
value,  methods  of  preservation,   and  application  of  all  materials  and  supplies; 
the  construction,  methods  of  use,  manufacture  and  mechanical  laws  of  working 
tools,  implements  and  machinery;    the  aims  of  labor,  division  of  labor,  and  the 
resulting  demands  upon  the  workman. 

(2)  Technical  drawing  trains  the  eye  and  hand  to  represent  ideas  graph- 
ically, and  gives  the  power  to  read  intelligently  from  drawings  the  plans  of  others. 

(3)  Technical  mathematics  does  not  stand  detached  from  the  other  subjects 
of  instruction,  but  is,   in   reality,   a  mathematical  way  of  looking  at  industrial 
science.     It  applies  the  skill  in  reckoning  gained  in  the  elementary  schools  to  the 
numerous  problems  of  vocational  life. 

BUSINESS   OR   ECONOMIC   ASPECTS. 

(1)  Calculations  of  cost  of   production,   as   presented   in   technical   mathe- 
matics, furnish  a  foundation  upon  which  a  fair  price  can  be  calculated,  taking 
into  consideration  materials  and  trimmings,  wages,  the  general  cost  of  running 
the  business  and  a  reasonable  profit.     The  examples  furnished  by  the  study  of 
industrial  science  and  technical  drawing  deepen  the  student's  insight  in  the  ele- 
ments to  be  considered  in  fixing  a  reasonable  price  for  products. 

(2)  The  instruction  in  bookkeeping  is  simple,  but  shows  the  boy  the  value 
of  a  systematic  setting  down  of  the  incidents  of  business.     Even  the  so-called 
laborer  learns  a  practical  system  of  keeping  his  household  accounts  which  trains 
him  to  book  his  income  and  outgo,  and  to  keep  them  balanced. 

(3)  The  instruction  in  business  correspondence  teaches  the  pupil  systematic 
composition,  the   neat  setting  down   of  business   letters,   petitions  to   authorities, 
documents  of  all  sorts,  and  the  usual  filling  out  of  business  forms. 


CONTINUATION  SCHOOLS  OF  CREFELD  5 

TRAINING  FOR  CITIZENSHIP. 

The  industrial  continuation  schools  must  do  more  than  train  a  mere 
workman.  The  apprentice  will  later  be  a  citizen  with  duties  and 
rights.  If  he  is  to  perform  his  duties  and  to  assert  his  rights,  he  must 
know  them,  not  only  in  a  general  way,  but  in  the  spirit  in  which  they 
originated.  The  school  must,  therefore,  teach  the  young  citizen  the 
organization  of  the  state  and  community,  and  his  relations  to  them  both 
as  a  citizen  in  general  and  as  a  person  carrying  on  a  trade.  It  will 
make  a  special  effort  to  familiarize  him  with  the  idea  that  order  is  the 
only  possible  foundation  of  general  welfare,  and  that  the  weal  or  woe 
of  individuals  or  of  classes  is  dependent  upon  that  of  the  whole  com- 
munity; that  improvements  in  the  conditions  of  the  individual  must  be 
brought  about  without  burdening  the  whole  community.  It  must  train 
the  pupils  to  submit  to  law  and  authority,  and  to  subordinate  himself 
in  an  organization  for  the  purpose  of  reaching  a  common  aim. 

Training  for  citizenship  is  closely  connected  with  training  for 
morality  and  virtue.  Many  opportunities  offer  themselves  to  the  genuine 
teacher  of  awakening  the  feeling  of  the  young  man  for  what  is  good  and 
noble  in  his  relations  to  others,  to  the  family,  to  master  and  customer, 
to  employer  and  inferior,  to  the  poor  and  the  weak,  to  friend  and 
enemy.  Examples  and  habit  work  effectually  upon  the  pupil  to  trans- 
form the  right  feeling  into  the  right  deed  in  order  that  he  may  fulfil 
in  himself  the  words  of  the  poet: — "Let  man  be  noble,  helpful  and 
good." 

BOARD   OF   DIRECTORS    OF   THE   INDUSTRIAL    CONTINUATION    SCHOOL. 

The  Board  of  Directors  consists  of  nineteen  men  presided  over  by 
the  Assistant  Burgomeister.  The  majority  of  the  Board  hold  their 
positions  by  virtue  of  their  connections  with  the  city  government.  The 
others  are  chosen  by  the  city  council.  Four  are  expert  schoolmen;  one 
is  the  Royal  School  Inspector,  one  the  Director  of  the  Industrial  Arts 
School  of  Crefeld,  one  a  teacher  in  the  Classical  School,  and  one  the 
Director  of  the  Continuation  School.  Five  of  the  Board  are  manu- 
facturers: one  is  a  velvet  manufacturer,  one  a  silk  manufacturer,  one 
a  silk  printer  and  dyer,  one  a  manufacturer  of  machinery  and  one  a 
publisher.  Seven  are  master  mechanics:  one  is  the  head  master  of  the 
Carpenter  and  Cabinet-maker's  Guild,  one  the  head  master  of  the 
Tailor's  Guild,  one  the  head  master  of  the  Baker's  Guild,  one  a  jeweler, 


6  CONTINUATION  SCHOOLS 

and  one  a  plumber.  The  Board  also  includes  one  professional  architect 
and  one  merchant. 

Every  one  of  these  men  ought  to  contribute  to  the  success  of  the 
Board.  With  the  exception  of  the  Assistant  Lord  Mayor  and  the 
four  schoolmen,  they  are  all  actively  interested  in  commerce  or  in- 
dustry. The  four  schoolmen  are  carefully  selected  with  the  view  of 
keeping  the  continuation  school  in  close  touch  with  the  other  schools 
of  the  city  and  state,  and  insuring  consideration  for  cultural  ideals  in 
the  management  of  the  continuation  schools. 

Besides  the  director  there  are  fourteen  teachers  who  are  employed 
exclusively  in  the  continuation  school,  and  thirty-eight  who  devote  a 
part  of  their  time  to  this  work,  while  their  main  employment  is  else- 
where. Of  the  thirty-eight,  twelve  are  elementary  school  teachers,  two 
are  technical  teachers  from  the  Royal  Weaving  School,  and  'twenty-four 
are  mechanics  or  engineers.  Friends  of  the  industrial  schools  in  Germany 
insist  very  strongly  that  the  technical  part  of  the  instruction  of  the 
apprentices  must  be  given  by  men  in  the  trades;  and  that  the  elementary 
teachers  employed  in  teaching  even  such  subjects  as  German  and  mathe- 
matics must  acquire  in  some  way  practical  knowledge  of  the  trades 
followed  by  the  pupils.  The  report  for  1909  shows  that  during  the 
year  one  elementary  teacher  took  a  three  week's  course  in  the  experi- 
mental school  for  bakers  and  millers  in  Berlin.  Another  devoted  some 
time  to  the  study  of  the  art  of  hair-dressing.  Another  took  a  three 
week's  course  of  training  in  artistic  script  or  lettering  in  the  Industrial 
Arts  School  of  Crefeld.  Another  took  a  course  in  single  and  double- 
entry  bookkeeping  which  lasted  six  months.  A  four  week's  course  in 
the  pedagogical  methods  of  industrial  school  work  was  given  to  me- 
chanics and  engineers  during  the  summer  vacation.  Building  inspectors 
and  engineers  from  the  various  cities  of  the  Rhine  Province  were  called 
to  Crefeld  to  take  part  in  this  conference. 

During  the  fiscal  year  the  receipts  consisted  of  the  following  items: 

Tuition    17,340  marks 

Contributions  from   Guilds,   Unions  and   Donations 200  marks 

Other    receipts • « 120  marks 

Contributions   from   the   commercial    and    industrial    authorities 26,000  marks 

Contributions    from   the    City   Treasury 49,890  marks 

Total    . .  •  • 93,550  marks 

Personal    expenditures 87,067  marks 

Expenditures   for  supplies 6,483  marks 

Total    .  93,550  marks 


CONTINUATION  SCHOOLS  OF  CREFELD  7 

Besides  this,  the  city  furnished  the  schoolrooms  and  bore  the  cost 
of  maintenance,  lighting,  heating,  cleaning,  and  fire  insurance.  These 
items  amount  to  12400  marks. 

The  regular  tuition  fee  is  six  marks  a  year,  but  for  voluntary  outside 
pupils,  twelve  marks  a  year.  It  is  paid  quarterly  by  the  parents  or  by 
the  employers. 

Of  the  517  hours  of  instruction  of  the  past  year, 

242  hours  were  given  in  the  time  from  7-1  a.  m.,  or 47% 

111  hours  were  given  in  the  time  from  2-6  a.  m.,  or 21% 

164  hours  were  given  in  the  time  from  6-8  a.  m.,  or 32% 

This  table  shows  that  nearly  half  of  the  work  is  done  before  one 
o'clock  p.m.,  over  two-thirds  before  six  o'clock,  and  a  little  less  than 
one-third  of  the  work  is  done  between  six  and  eight  p.m.  The  masters 
and  teachers  cooperate  in  arranging  a  study  plan  that  will  not  interfere 
too  seriously  with  the  workshop,  and  that  will,  at  the  same  time,  make 
it  possible  for  the  boy  to  do  his  studying  at  an  hour  when  he  is  physically 
able  to  accomplish  something.  Both  masters  and  teachers  realize  that 
the  old  plan  of  utilizing  the  fag  end  of  a  boy's  energies  for  his  education 
in  the  late  evening  hours  and  on  Sunday  is  a  mistake. 

HOURS   OF   INSTRUCTION    IN   VARIOUS   TRADES. 

In  all  trades,  at  least  four  hours  of  instruction  per  week  is  given, 
the  average  being  six  hours ;  two  hours  is  given  to  industrial  science  and 
civics,  one  hour  to  technical  mathematics,  including  bookkeeping  and 
orte  hour  to  business  correspondence.  Besides  this  minimum  of  four 
hours  per  week,  the  various  apprentices  receive  additional  instruction  as 
follows,  the  figures  indicating  hours  per  week: 

1.  Bakers,  none. 

2.  Confectioners,  first  three  half  years,  2  of  drawing;     three  following  half 

years,  2  in  decorative  confectionery. 

3.  Butchers,  in  all  cases,  2  of  zoology. 

4.  Waiters  and  cooks,  2  of  setting  tables  and  serving. 

5.  Barbers  and  hairdressers,  2  of   instruction   in  the  practice   of  cutting  and 

dressing  hair. 

6.  Tailors,  3  of  technical  drawing  and  technical  instruction  in  sewing. 

7.  Shoe  and  leggin   makers,  4  of  technical  drawing  and  practical  workshop 

instruction. 

8.  Sadlers,  2  of  technical  drawing  and  manufacture  of  models. 

9.  Cushion  makers  and  decorators,  2  of  technical  drawing,  cushion-making  and 

decorating. 


8  CONTINUATION  SCHOOLS 

10.  Builders,  2  of  technical  drawing. 

11.  Gardeners,  4  of  botany,  surveying,  and  drawing  of  plants. 

12.  Carpenters  and  cabinet  makers,  2  of  technical  drawing. 

13.  Wagon  makers  and  wagon-smiths ,  2  of  technical  drawing. 

14.  Horseshoers,  2  of  technical  drawing,  and  2  of  practical  instruction  in  horse- 

shoeing. 

15.  Builders  and  artistic  blacksmiths,  2  of  technical  drawing. 

16.  Sheet-iron  workers  and  plumbers,  2  of  technical  drawing. 

17.  Machine  smith  workers,  2  of  technical  drawing. 

18.  Mechanical  and  electrical  engineers,  4  of  technical   drawing  and  physics. 

19.  Engravers,  3  of  technical  drawing. 

20.  Typesetters  and  printers,  2  of  lettering  and  spacing. 

21.  Bookbinders,  2  of  technical   drawing;     2   of   pasting,    and   preparation   of 

marbled  paper. 

22.  Lithographers,  2  of  technical  drawing. 

23.  Dyers,  none 

24.  Finishers  and  cloth  printers,  none. 

25.  Weavers  and  spinners,  third  year,  2  of  practical  work  in  the  weaving  room. 

26.  Designers,  4  of  technical  drawing. 

27.  Helpers,  none 

28.  Merchant  apprentices,  in  all  6  of  science  of  commerce,  counting-room  work, 

commercial    arithmetic,    penmanship,    commercial    geography,    study  of 
commercial  wares  and  bookkeeping. 

29.  Errand  boys,  none. 

30.  Apprentices  failing  in  the  journeyman  examination,  2  of  drawing. 

31.  Feeble-minded,  2  of  manual  training,  instruction  in  wood  and  paper  work. 

SUMMARY  OF  ATTENDANCE  ACCORDING  TO  PRINCIPAL  GROUPS  OF  WORKERS. 

School  Year                                                       1907-08  1908-09  1909-10 

Mechanics'    apprentices    1369  1439  1418 

Apprentices  in   the  factories    571  795  1018 

Unskilled     430  520  641 

Total    2370  2754  3077 

In  the  school  year  1908-09  and  in  the  school  year  1909-10  appren- 
tices in  the  textile  industry  with  their  associated  branches  were  required 
to  attend  the  Continuation  School.  The  youthful  employees  in  the  trades 
of  weavers,  spinners,  colorers  and  finishers  were  counted  in  as  appren- 
tices. This  explains  the  comparatively  great  increase  in  the  number  of 
apprentices  in  the  factories.  (See  accompanying  table.) 

ABSENCES   IN  THE  INDIVIDUAL  TRADES. 

The  absences  in  percentage  run  from  4.3%  in  the  case  of  the  shop- 
keeper's apprentices;  to  9.8%  with  the  waiters  and  cooks.  The  waiters 


CONTINUATION  SCHOOLS  OF  CREFELD 


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10  CONTINUATION  SCHOOLS 

and  cooks  also  have  the  highest  percentage  of  unexcused  absences,  4.7% ; 
the  wagon  and  carriage-makers  having  the  lowest,  .7%.  The  highest 
percentage  on  account  of  illness  was  charged  to  the  engravers,  6.1%; 
while  the  lowest,  .6%,  was  given  to  the  gardener's  apprentices.  The 
percentage  of  absences  was  highest  in  the  case  of  apprentices  from  small 
industries,  absences  of  apprentices  from  the  large  industries  usually  be- 
ing the  fault  of  the  boy  himself.  Absences  of  apprentices  from  the 
small  industries  were  usually  the  result  of  stress  of  work  in  the  shops. 
The  school  authorities  regarded  this  year's  showing  of  percentage  as 
high  and  made  an  earnest  appeal  to  the  masters  to  keep  their  appren- 
tices in  school.  It  should  also  be  mentioned  that  the  law  punishes 
the  boy,  parent,  and  master  for  unexcused  absences  from  the  continuation 
school. 

The  following  classes  of  persons  are  excused  attendance  at  the  con- 
tinuation school. 

First:  Those  entitled  to  the  privilege  of  one  year's  military  service  as  volun- 
teers. 

Second:  Pupils  who  attend  the  Industrial  Day  School  of  Crefeld  for  a  year 
with  a  good  record. 

Third:    Pupils  of  the  commercial  schools  of  the  Chamber  of  Commerce. 

Fourth:  Those  apprentices  and  workers  employed  in  Crefeld  but  living 
outside  who  bring  evidence,  which  is  recognized  as  satisfactory  by  the  president 
of  the  city  government,  that  they  are  attending  a  continuation  school  at  their  home 
town. 

Fifth :  Pupils  of  special  ability  who  may  be  transferred  to  the  hand  workers' 
and  industrial  arts  school.  This  arrangement  applies  to  pupils  who  arc  qualified 
for  drawing  of  a  higher  character  than  that  given  in  the  continuation  school,  and 
f?ho  now  receive  their  drawing  instruction,  as  well  as  their  workshop  instruction, 
in  the  industrial  arts  school.  Journeymen  who  have  completed  the  continuation 
school  for  apprentices,  but  who  are  still  compelled  to  attend  a  continuation  school 
may  substitute  for  this  time  in  the  hand-workers'  and  industrial  arts  school. 
In  the  summer  of  1909  only  thirty  pupils  were  excused  and  in  the  winter  only 
thirty-three. 

RELATIONS   WITH    THE   GUILDS   AND    UNIONS. 

During  the  past  school  year  the  relations  between  the  guilds  and 
other  unions  of  workers  and  the  schools  have  been  very  friendly.  At 
the  invitation  of  the  guilds  the  school  was  represented  by  the  director  or 
by  technical  teachers  at  most  of  the  examinations  of  the  apprentices  for 
journeymen's  certificates  or  at  the  conclusion  of  their  apprenticeship. 
The  shoemakers'  and  tailors'  guilds  made,  as  in  earlier  years,  con- 


CONTINUATION  SCHOOLS  OF^-GBgWlQ**^^  11 


siderable  contributions  to  the  cost  of  the  workshop  instruction  of  their 
apprentices,  and  have  shown  their  lively  interest  in  the  school  by  frequent 
visits.  Several  guilds  have  provided  prizes  for  their  apprentices. 

By  authority  of  the  president  of  the  board  of  education  and  at  the 
wish  of  the  shoemakers'  and  tailors'  guilds,  the  Easter  and  the  Whitsun 
holidays  were  lengthened  one  week  for  the  classes  in  this  trade  so  that 
in  the  future  they  will  comprise  two  weeks  before  and  one  week  after 
the  holiday.  The  time  lost  will  be  made  up  between  Easter  and  autumn. 
On  a  petition  of  the  Guild  of  Confectioners,  the  Christmas  holidays 
were  extended  thru  the  entire  month  of  December.  The  loss  will  be 
made  good  by  an  increase  in  the  time  of  instruction  of  one  hour  per 
week  in  the  months  of  January,  February,  and  March. 

Negotiations  with  the  representatives  of  the  business  owners  con- 
cerned led  to  the  placing  of  the  instruction  of  commercial  apprentices 
upon  two  half  days  before  noon,  so  that  the  instruction  of  these  pupils 
now  comes  twice  in  the  morning  between  seven  and  ten,  instead  of 
three  times  between  seven  and  nine,  a  change  which  is  as  beneficial  to 
the  instruction  as  it  is  to  the  business. 

The  citizens  of  Crefeld  are  greatly  interested  in  the  physical,  social, 
and  moral  education  of  their  apprentices.  All  Germany,  in  fact,  is 
awaking  to  the  importance  of  providing  instruction  for  the  apprentices 
that  shall  aim  at  something  more  than  making  a  good  workman.  In 
almost  every  city  are  to  be  found  organizations  of  public  spirited  citizens 
who  are  supporting  the  school  in  its  efforts  to  provide  the  physical,  social, 
and  moral  training  so  necessary  to  the  fourteen  year  old  boy.  Germany 
is  beginning  to  treat  the  continuation  school  as  if  it  were  a  separate 
independent  institution,  as  much  entitled  to  a  home,  to  a  special  faculty 
of  teachers,  to  places  of  amusement,  etc.,  as  any  other  school. 

ENTERTAINMENTS. 

The  continuation  school  of  Crefeld  gave  three  public  entertainments 
during  the  year.  They  were  attended  largely  by  members  of  the  board 
of  education,  representatives  of  the  industrial  unions,  parents  of  the  boys, 
and  the  public  generally.  The  following  program  is  typical  and  is  very 
much  like  programs  of  entertainments  given  by  other  sorts  of  schools. 
It  was  a  surprise  to  the  author,  however,  to  find  young  men  in  the 
apprentice  school  carrying  thru  successfully  such  a  program  as  this, 
furnishing  the  speaking,  turning,  music,  etc.,  from  their  own  number: 


12  CONTINUATION  SCHOOLS 

PROGRAM 

1.  Overture  to  "Wallenstein's  Lager" Kerling 

2.  Address  given  by  Head  Teacher  Rosellen. 

3.  "Heil  dir  im  Siegerkranz,"  sung  in  unison. 

Sei's   truber   Tag,   sei's   heitrer   Sonnenschein, 
}    Wir  wollen   Preussen,  wollen   Preussen  sein.    1 

4.  Two  Selections  on  Stringed  Instruments.  { <a)  EnSelmacht *"*< 

[  (b)  Andante  rehgioso  Loeschorn 

5.  Upon  the  Death  of  Queen  Louisa  (1810) Poem  by  M.  von  Schenkendorff 

Spoken  by  HEINRICH  LAUWIGI 

6.  To  Queen  Louisa Poem  by  Theodor    Koerner 

6.  Funeral   March    Chopin 

7.  "Das  Lied  vom  Schill"   Poem  by  E.  M.  Arndt 

Spoken  by  PAUL  KLAPPORTT 

8.  "The  Good  Comrade,"  sung  in  unison. 

9.  "Die  Opfer  zu  Wesel"  Poem  by  Schmidt 

Spoken  by  ERNEST  WINDOLPH 

10.  (a)     "The  Dead  Soldier"  1 

(b)     "Kriegslied"  J   School  choir  with  accompaniment 

11.  "On  to  Victory,"  March   Blon 

12.  "Freiheit,  die  ich  meine,"  sung  in  unison. 

13.  "Aufruf"  Poem  by  Theodor  Koerner 

Spoken  by  THEODOR  GRUNDMANNS 

14.  "An  die  Gewehre,"  March   Lenhardt 

Accompanied  by  exercises  of  the  turning  division  of  the  Industrial 
Continuation  School. 

15.  "Prussian  Song,"  sung  in  unison. 

16.  (a)     "Reiterlied"   Poem  by  Fr.  von  Schiller 

(b)     "Krigers  Zuversicht"    Poem  by  E.  M.  Arndt 

School  choir  with  musical  accompaniment 
(Melody:    Old  Prussian  Army  March) 

17.  "Prussian  Tattoo"    Saro 

with  closing  song 

18.  "Deutschland,  Deutschland,  uber  alles,"  sung  in  unison. 
Music:    City  Orchestra. 

Choir:    300  Continuation  School  Pupils. 

Five  evenings  of  the  week  are  used  for  turning,  under  the  leader- 
ship of  a  trained  conductor.  Both  of  the  city  halls,  lying  on  opposite 
sides  of  the  city,  stand  at  the  disposal  of  the  pupils  in  order  to  make 
atendance  easier.  On  176  evenings,  7,050,  pupils  took  part  in  these 


CONTINUATION  SCHOOLS  OF  CREFELD  13 

exercises,  an  average  of  about  forty  pupils  per  evening.  On  three 
occasions,  the  continuation  school  held  something  like  an  American 
'field-day"  where  the  various  turning  teachers  had  an  opportunity  to 
carry  out  their  performances  on  a  greater  scale. 

Play  in  the  open  is  zealously  cared  for.  The  city  play  grounds  are 
crowded  on  the  days  set  aside  for  this  school.  On  each  one  of  the 
sixty-four  Sundays  and  holidays  of  the  past  year,  about  500  young  people 
took  part  in  the  play.  The  director  of  games  permits  the  boys  to  reg- 
ulate the  games  so  far  as  possible. 

EXCURSIONS. 

Excursions  conducted  by  the  teachers  have  not  generally  been  satis- 
factory. Teachers  are  unable  and  unwilling  to  leave  their  families  on 
Sunday  and  give  these  excursions  the  attention  they  deserve.  The  young 
people,  too,  love  freedom,  and  the  supervision  of  the  teacher  awakens 
among  them  a  feeling  of  compulsion  and  guardianship.  As  the  purpose 
of  the  school  is  to  develop  self-control,  independence,  and  a  feeling  of 
responsibility,  the  school  faculty  have  limited  their  activity  to  promoting 
the  formation  of  excursion  clubs,  and  giving  them  advice.  The  club 
chooses  its  own  leader  out  of  the  circle  of  present  or  former  pupils,  the 
school  faculty  having  the  right  of  veto.  Every  leader  of  the  six  clubs 
formed  up  to  the  present  time  has  received  from  the  faculty  a  map  of 
the  neighborhood  of  Crefeld.  The  marching  plan  and  cost  of  every 
excursion  is  given  by  the  leader  a  few  days  before  by  means  of  placards 
on  the  school  walls.  From  time  to  time  the  leaders  are  called  in  by  the 
faculty  to  give  a  report  of  the  last  excursion.  The  conduct  of  the 
excursion  clubs  up  to  the  present  time  has  been  satisfactory.  The 
number  of  young  people  who  have  been  induced  to  take  part  in  these 
excursions  has  steadily  increased.  The  lack  of  a  grown-up  conductor 
has  had  no  bad  results,  as  the  leaders  have  insisted  upon  strict  order. 
Besides  the  free  school  excursions,  special  excursions  under  the  conduct 
of  a  teacher  have  been  taken  by  the  classes  for  the  purpose  of  visiting 
various  industrial  plants. 

During  the  school  year  the  pupils  have  made  zealous  use  of  the 
opportunities  offered  for  baths  and  swimming.  The  city  authorities 
have  provided  a  swimming  tank  in  the  city  bath  for  the  industrial 
continuation  school  pupils  on  Sunday  mornings.  For  a  fee  of  ten  pf. 
(two  cents  and  a  half)  on  48  Sundays  about  4,941  continuation  school 
boys,  an  average  of  103  per  morning,  have  taken  a  swim.  The  greatest 


14  CONTINUATION  SCHOOLS 

attendance  (274)  was  on  the  7th  of  August,  and  the  smallest  attendance 
(32)  on  the  2d  of  January.  A  special  swimming  teacher  gives  the 
pupils  free  swimming  lessons.  Quite  a  number  of  swimmers  have 
secured  the  "free  swimming  certificate." 

The  school  library  is  enjoyed  by  the  industrial  continuation  school 
pupils.  The  manager  of  the  library  has  a  printed  list  of  books  which 
is  furnished  to  the  pupils.  Books  are  given  out  on  Sunday  morning 
from  10-12,  and  on  Wednesday  evenings  from  7:30-8:30.  In  40  school 
weeks  on  72  evenings,  4,757  books  were  loaned  to  482  pupils.  The 
library  has  proved  not  only  an  effective  means  of  combatting  trashy 
literature,  but  a  rich  source  for  supplementing  and  deepening  the  in- 
struction given  in  the  school. 

SAMARITAN    COURSE. 

Twenty  reliable  students  of  the  upper  grade  have  been  admitted  into 
the  Samaritan  course  for  pupils  of  the  industrial  continuation  school. 
The  course  is  conducted  by  a  special  teacher  who  has  been  especially 
trained  for  this  work,  and  who  is  an  active  member  of  the  Crefeld 
Samaritan  Union  of  the  Red  Cross.  The  purpose  of  this  course  of 
instruction  is  to  promote  the  effective  interest  of  the  young  men  in  first 
help  to  the  injured  in  the  workshop,  in  the  house,  and  on  the  street. 
The  pupils  follow  the  theory  with  active  interest  and  are  dexterous  in 
the  practical  exercises. 

A  course  in  stenography  has  been  offered  by  an  experienced  teacher 
who  has  imparted  instruction  to  seventeen  pupils  in  correspondence  sten- 
ography, and  to  eighteen  pupils  in  court  reporting.  Some  of  the  pupils 
in  the  beginning  course  were  brought  up  to  100  syllables  a  minute. 
The  rivalry  of  the  boys  was  spurred  on  thru  prizes. 

The  pupils  of  the  music  course  number  twelve,  and  practice  one 
evening  a  week  under  the  conduct  of  a  concert  master.  At  these 
rehearsals  the  pupils  gain  skill  in  the  handling  of  their  instruments  free 
of  cost.  On  the  evenings  of  school  entertainments  the  school  orchestra 
has  performed  valuable  service,  and  its  excellent  work  has  won  the 
approval  of  all. 

APPRENTICE    HOME. 

To  keep  the  pupils  off  of  the  street  and  away  from  the  drinking 
houses  on  Sunday  afternoons  and  in  winter  when  the  weather  prevents 
play  in  the  open,  and  at  the  same  time  to  entertain  them  and  employ 
them  usefully  is  the  work  of  the  Apprentice  Home.  This  has  existed  for 


CONTINUATION  SCHOOLS  OF  CREFELD  15 

four  years  and  with  every  year  has  increased  the  scope  of  its  work. 
During  the  past  year  six  convenient  rooms  have  been  in  use.  The 
management  of  these  rooms  was  in  the  hands  of  a  special  continuation 
school  teacher  who  was  helped  by  many  public-spirited  citizens. 

In  order  to  work  against  the  inordinate  desire  for  amusement  and 
the  wastefulness  of  youth,  the  industrial  continuation  school  has  sought 
to  awaken  a  sense  of  economy  by  means  of  school  savings  banks.  The 
treasury  is  supervised  by  school  officials,  and  inspected  by  a  head  cashier 
chosen  by  the  chairman  of  the  school  committee.  Depositors  are  paid 
back  their  money  at  any  time,  upon  request.  During  the  last  school  year 
35,925  marks  (about  $8,982)  was  deposited  by  509  pupils,  an  average 
of  90  marks  weekly  upon  which  4%  interest  has  been  paid. 

Pupils  and  their  parents  are  often  in  need  of  friendly  advice  in 
matters  connected  with  the  training  and  employment  of  the  children. 
This  is  provided  them  at  the  consultation  office,  which  is  under  the 
management  of  the  director  of  the  Continuation  School.  The  office 
is  in  great  demand  by  pupils,  parents,  and  masters. 

These  various  organizations  have  bound  the  pupils  of  the  school 
together  in  a  strong  bond  of  friendship.  The  influence  of  the  school 
and  its  teachers  upon  the  pupils  is  strengthened  in  this  way.  The  pupils 
feel  that  the  school  is  their  friend,  interested  in  their  education  and 
welfare.  The  boy  is  treated  as  a  whole  boy,  and  not  merely  as  a 
machine  for  turning  off  work.  He  is  not  merely  trained  for  life,  but 
actually  lives  while  he  is  in  the  school. 

Many  contributions  were  made  to  the  apparatus  and  books  of  the 
school  in  the  course  of  the  school  year  by  the  Prussian  Ministry  of 
Commerce  and  Industry,  many  owners  of  industrial  plants,  teachers, 
mechanics  and  former  pupils  of  the  school. 

Legacies  and  Bequests  in  which  the  Industrial  Continuation  School 
has  an  interest,  include  the  following: 

1.  Friederich   Wilhelm   bequest   for   granting   of   scholarships   to 
pupils  of  such  schools  as  aim  at  the  study  of  industrial  subjects;  approved 
by  order  of  the  Ministry  on  the  9th  of  October,   1902.     Amount  of 
capital,  12,198  marks. 

2.  Legacy  of  the  deceased  Assistant  Councillor,  Ludwig  Friederich 
Senffardt,  for  the  support  of  the  elementary  and  continuation  schools; 
approved  by  the  order  of  the  Ministry  on  the  24th  of  November,  1901. 
Amount  of  capital,  155,885  marks. 


16  CONTINUATION  SCHOOLS 

3.  Legacy  from  Heinrich  Dediger  for  the  support  of  pupils  in  the 
continuation  school;  approved  by  the  order  of  the  Ministry  on  the  18th 
of  January,  1904.    Amount  of  capital,  2,255  marks. 

4.  The  funds  for  scholarships  in  the  industrial  schools  (granted  by 
the  painters'  guild)   for  the  purpose  of  supplying  apparatus  to  needy 
scholars.    Amount  of  capital,  568  marks. 

INDUSTRIAL  DAY  SCHOOL. 

The  industrial  day  school  is  a  preparatory  school  for  handwork  and 
technic,  and  provides  a  partial  substitute  for  the  industrial  continuation 
school.  It  takes  the  pupils  immediately  upon  leaving  the  elementary 
school,  and  gives  them  a  year's  preparation  for  their  trade. 

The  industrial  day  school  in  one  year  with  38  hours  of  instruction 
per  week  reaches  the  goal  which  the  continuation  school  reaches  in  three 
years.  While  the  continuation  school  pupils  in  three  years  with  six  hours 
per  week  for  forty  weeks,  receive  720  hours  of  instruction,  the  day  school 
pupils  in  one  year  receive  1,520  hours  of  instruction,  r~ore  than  twice 
the  amount  of  the  entire  continuation  school  instruction. 

Attendance  at  the  industrial  day  school  is  especially  to  be  recom- 
mended to  those  who  have  chosen  a  technical  or  industrial  arts  vocation 
in  which  a  thoro  preparation  in  drawing  is  necessary. 

According  to  Paragraph  3  in  the  local  ordinances  concerning  the 
industrial  continuation  school,  those  pupils  who  have  done  good  work  in 
the  industrial  day  school  for  a  year  are  excused  from  attendance  at  the 
industrial  continuation  school.  After  the  year,  they  enter  practical  life, 
but  they  may  prepare  themselves  further  by  voluntary  attendance  at  the 
handworkers'  and  industrial  arts  school.  They  can  be  accepted  as  all- 
day  pupils  in  the  above  named  institutions,  and  receive  their  practical 
education  in  the  workshops  there. 

One  of  the  advantages  of  the  industrial  day  school  is  that  here  many 
pupils  are  prevented  from  making  an  unsatisfactory  choice  of  a  trade. 
Here  it  will  be  often  shown  that  they  do  not  possess  the  bodily  and 
mental  strength  necessary  for  certain  trades,  while  they  may  be  admirably 
fitted  for  another  trade.  In  many  cases  it  will  be  possible  to  get  hold  of 
the  pupils  early  enough  to  protect  them  from  the  disappointment  that 
results  from  a  mistaken  choice  of  trade. 

Pupils  are  admitted  into  the  industrial  day  school  regularly  at 
Easter,  and  in  exceptional  cases,  in  autumn.  Only  such  pupils  will  be 
accepted  as  have  finished  the  elementary  school,  and  can  show  in  all 


CONTINUATION  SCHOOLS  OF  CREFELD  17 

subjects  taught  there  a  satisfactory  knowledge.  Applications  can  be 
made  at  the  consultation  office  of  the  industrial  continuation  school. 

The  tuition  amounts  to  60  marks  per  year,  and  is  paid  in  half-yearly 
installments  of  thirty  marks  (about  seven  dollars  and  a  half).  For 
needy,  ambitious  scholars  this  may  be  entirely  or  partially  omitted  at 
the  discretion  of  the  Director. 

The  industrial  day  school  is  managed  by  a  Board  of  Education,  and 
is  under  the  special  direction  of  the  Director  of  the  industrial  con- 
tinuation school. 

COURSE  OF  STUDY. 

NUMBER    OF    HOURS 

Class  A  Class  B 

Course  for 

SUBJECTS                                                                   Technical  Decorative 

Course  Trades 

1.  Religion  and  moral  teaching   2  2 

2.  Industry   and    science    2  2 

3.  Industrial  composition  and  correspondence 2  2 

4.  Industrial  bookkeeping   1  1 

5.  Study  of   materials    2  2 

6.  Industrial    arithmetic    3  5 

7.  Algebra     3  0 

8.  Geometry    4  4 

9.  Natural    history    2  2 

10.  Linear  and  perspective  drawing 

11.  Technical  and  special  drawing 

12.  Ornamental  special  drawing  3  8 

13.  Perspective  drawing  after  models  and  patterns. ...         3 

14.  Workshop   instruction    3  3 

Total    38  38 

With  the  beginning  of  the  year  1910,  workshop  instruction  is  to  be 
introduced  as  an  experiment.  It  will  be  a  counterbalance  to  the  purely 
theoretical  training  by  providing  a  body  of  observation  and  experience. 
It  should  heighten  the  respect  for  manual  work  and  should  increase 
the  joy  of  work. 

In  conclusion  I  would  say  that  the  aim,  organization,  and  spirit  of 
the  continuation  school  of  Crefeld  would  meet  with  approval  in  a  far 
more  democratic  country  than  Germany.  This  school  really  aims  at  the 
development  of  the  individual  and  citizen  as  well  as  of  the  producer. 
The  course  of  study  appears  simple,  practical  and  not  crowded  with  fads. 
The  boy  is  considered  as  a  probable  manager  of  a  small  business,  and 
the  course  provides  both  business  and  technical  training. 


18  CONTINUATION  SCHOOLS 

The  Board  of  Education  is,  on  paper  at  least,  ideal  in  that  it  includes 
officials,  employers,  workmen  and  representative  schoolmen.  Managers 
of  big  business  organizations  devote  the  necessary  time  to  the  supervision 
of  the  continuation  school.  Representatives  of  the  various  trades  are 
given  an  equal  share.  The  merchant  and  architect  stand  for  the  business 
and  professional  world.  The  educators  on  the  Board  are  men  actively 
engaged  in  various  phases  of  school  work.  The  sole  purpose  of  this 
Board  is  the  care  of  the  continuation  schools  of  Crefeld. 

In  Crefeld,  as  elsewhere  in  Germany,  you  find  both  elementary 
teachers  and  men  from  the  trades  employed  as  teachers  in  the  industrial 
schools.  The  number  of  teachers  whose  time  is  fully  taken  up  with 
work  in  the  continuation  school  is  on  the  increase  in  Germany.  Writers 
on  the  subject  believe  that  the  majority  of  the  teachers  in  such  schools 
should  be  employed  for  full  time  and  should  make  the  work  in  the 
continuation  school  their  main  occupation,  thus  giving  the  continuation 
school  system  a  more  independent  character. 

The  proportion  of  the  elementary  teachers  employed  in  Crefeld  is 
smaller  than  in  most  German  cities.  Those  employed  in  the  continuation 
schools  are  given  some  practical  training  in  the  shop,  while  on  the  other 
hand,  men  from  the  trades  are  required  to  acquaint  themselves  with 
ordinary  teaching  practice.  Considerable  prejudice  exists  in  Germany 
against  the  ordinary  school  teacher  as  a  continuation  school  teacher. 
The  elementary  teachers  are  inclined  to  rely  too  much  upon  theory  and 
device,  and  often  seem  to  believe  that  by  such  means  they  can  do  without 
practical  knowledge  of  the  trades.  The  best  schoolmen,  however,  be- 
lieve that  even  to  teach  the  mother-tongue,  civics,  and  mathematics  of 
the  continuation  school  more  practical  knowledge  is  required.  The 
subjects  are  not  taught  as  mere  subjects  but  as  applied  to  a  definite  aim, 
some  trade. 

The  systematic  and  thorogoing  consideration  of  the  boy's  welfare 
as  a  boy,  that  cares  for  his  general  culture  and  amusements  as  well  as 
for  his  shop  training,  will  be  a  surprise  to  many  who  have  been  reading 
about  industrial  schools.  Even  in  our  American  cities  it  will  be  hard 
to  match  the  showing  made  by  Crefeld  in  this  respect.  By  means  of 
these  welfare  organizations  the  Crefeld  schools  have  developed  among 
the  boys  a  sense  of  loyalty  that  brings  them  back  at  times  of  reunions 
and  festivals,  that  leads  to  gifts  and  work  for  the  school  by  former 
pupils.  The  increasing  use  made  of  the  consultation  office  by  parents 
and  pupils  shows  the  confidence  of  the  people  in  the  Crefeld  or- 
ganization. 


CONTINUATION  SCHOOLS  OF  CREFELD  19 

The  full-day  industrial  school  is  a  comparatively  new  feature  in 
the  German  school  system.  I  saw  a  similar  school  in  Dresden,  and 
there  are  one  or  two  others  in  Germany.  It  serves  a  very  useful 
purpose  in  preventing  disappointments  on  the  part  of  young  people 
due  to  the  selection  of  a  wrong  vocation.  It  enables  gifted  boys  to 
enter  the  industrial  arts  school  without  loss  of  time,  and  to  develop 
their  special  talent  to  the  great  advantage  of  themselves  and  the 
community.  Many  schoolmen,  while  approving  of  such  pre-apprentice 
schools,  regard  it  as  a  mistake  to  exempt  their  students  from  con- 
tinuation school  work  during  their  apprenticeship.  The  resulting 
separation  between  practical  work  and  the  school  is  a  disadvantage. 
Then,  too,  the  work  will  be  better  done  by  the  boy  if  carried  on  during 
the  three  years  of  growth  (14  and  18),  than  it  can  be  if  crowded  into 
a  single  year.  The  value  of  the  continuation  school  in  forming  proper 
intellectual  and  moral  habits  is  a  most  important  consideration.  Such 
intellectual  and  moral  habits  can  be  best  secured  by  systematic,  long- 
continued  training  and  influence  during  these  critical  years  of  adol- 
escence. 


PRE-APPRENTICESHIP  SCHOOLS  OF  LONDON. 

MR.   Robert   Blair,   Education   Officer  of   the   London   County 
Council,  in  an  address  to  the  Imperial  Educational  Conference 
held  in  London  in  the  summer  of  1911,  made  the  following 
statement  of  the  need  of  vocational  training  for  the  English  youth. 

Of  the  total  industrial  population  of  England  and  Wales  employed  in 
factories  and  workshops  London  holds  one-seventh.  London  engages  one-quarter 
of  all  the  clerks  in  England  and  Wales.  Besides  this  vast  industrial  and  com- 
mercial system,  there  are  in  London  enormous  services  of  a  more  or  less  un- 
skilled character.  One-quarter  of  all  the  men  and  boys  over  fourteen  years  of 
age  are  engaged  in  unskilled  employments.  About  one-third  of  the  children 
leaving  the  elementary  schools  enter  a  form  of  occupation  which  can  by  any 
stretch  of  imagination  be  called  skilled.  The  remainder  drift  into  unskilled 
occupations  where,  for  the  most  part,  they  learn  little  that  is  useful,  and  where 
the  mental  and  moral  effects  of  their  school  training  are  too  soon  dissipated. 
Seventy  per  cent,  of  the  London  dock  laborers  have  been  born  in  London ;  the 
skilled  trades  are  largely  recruited  by  immigrants;  newcomers  from  home  and 
abroad  constituting  one-third  of  the  London  population.  The  system  of  in- 
dentured apprenticeship  has  largely  disappeared.  An  exhaustive  inquiry  made 
for  the  County  Council  in  1906  showed  that  it  would  appear  to  be  only  a  waste 
of  time  and  money  to  attempt  to  revive  an  obsolete  system. 

In  consequence  of  extensive  competition  and  of  extensive  subdivision  of 
labor,  opportunities  for  an  all-round  training  can  scarcely  be  said  to  exist  in  the 
London  workshops.  In  one  direction  the  skill  developed  is  extreme,  but  the 
training  is  either  one-sided  or  no  training  at  all;  and  a  change  in  the  circum- 
stance of  a  trade  generally  means  a  new  venture  in  life  for  many  of  its  workers. 

London  is  not  the  only  city  of  which  these  things  are  true.  They  exist  in 
Liverpool,  in  Birmingham,  in  Leeds  and  so  on;  but  because  of  its  great  size, 
and  the  almost  infinite  variety  of  its  activities,  these  things  exist  in  a  more  intense 
degree  in  London;  the  struggle  is  greater,  success  is  greater  for  the  more 
adaptable;  failure  involves  greater  disaster.  In  London,  therefore,  with  the 
endless  possibilities  of  dislocation  of  occupations  and  with  its  enormous  services 
of  an  unskilled  character,  the  first  essential  quality  for  the  worker  is  character 
to  keep  his  head  up  under  changing  circumstances;  and  the  second  (perhaps  the 
same  as  the  first),  is  a  genius  in  adaptability.  Character  and  adaptability  are 
the  aim  of  the  whole  educational  system.  But  in  addition  to  all  the  general 
efforts  in  this  direction,  something  of  a  specific  character  can  be  done,  and  is 
being  done,  for  those  pursuing  or  intending  to  pursue  an  industrial  career.  The 
curriculum  of  the  Central  Schools  has  an  industrial  or  commercial  bias.  The 
evening  schools  make  some  provision  for  those  wholly  occupied  in  the  daytime. 
For  those  who  can  secure  a  half-day  or  two  half-days  per  week  of  "time  off" 
from  their  daily  employment,  "part-time"  classes  are  provided.  For  those  who 

20 


PRE-APPRENTICESH1P  SCHOOLS  OF  LONDON  21 

have  not  yet  entered  upon  an  industrial  career,  but  who  are  prepared  to  give  an 
undertaking  to  enter  specific  skilled  occupations  at  or  about  16  years  of  age, 
the  trade  schools  have  been  established. 

CHIEF  PRODUCTIVE  INDUSTRIES  OF  LONDON. 

Some  statistics  founded  on  the  census  of  1901  throw  light  on  the 
situation.  In  1901,  there  were  1,098,106  men  in  twenty-five  groups 
of  occupations;  391,411  under  twenty  years  of  age,  of  whom  92,944 
attended  evening  classes.  There  were  1,422,423  women  in  28  oc- 
cupations; 420,475  under  twenty  years  of  age,  of  whom  only  68,920 
attended  evening  classes.  In  1906,  London  had  740,256  children  in  the 
elementary  schools. 

The  industrial  and  technical  classes  supplementing  these  evening 
classes  are  made  up  of  children  taken  from  the  elementary  schools  during 
the  last  years  of  the  school  course,  no  child  being  admitted  to  the  trade 
schools  under  thirteen  years  of  age.  Attempts  were  made  to  base  the 
organization  of  these  schools  upon  the  productive  industries  of  London. 
According  to  the  census  of  1901,  the  numbers  in  these  industries  were 
as  follows: 

Dress,  220,000:  tailors,  milliners,  dressmakers,  shoemakers. 

Building,   143,000:   carpenters,   joiners,   bricklayers,   painters,   decorators, 

glaziers,  plumbers. 

Printing,  96,000:  printing,  lithographers,  bookbinders. 
Engineering    and    Machine-Making,    94,000:    blacksmiths,    fitters,    etc., 

metal  trades,  shipbuilding. 

Furniture,  62,000:  cabinet-makers,  and  french  polishers,  upholsterers. 
Precious  Metals,  Watchmaking  and  Instruments,  39,000:  gold  and  silver 

smiths,  jewelers  and  watchmaking,  electrical  apparatus  making. 
Skin  and  Leather,  Hair  and  Feather,  27,000:   leatherworkers,   saddlers 

and  harness-makers,  hair  and  feather  workers. 
Chemical,  20,000. 
Textile,  15,000. 
Food,  Tobaco,  Drink  and  Lodgings,  188,000. 

The  first  type  of  vocational  schools  mentioned  by  Mr.  Blair  is  the 

CENTRAL  SCHOOL. 

Besides  the  ordinary  elementary  schools,  the  London  County  Council 
has  recently  organized  a  certain  number  of  Central  Schools  providing 
general  instruction,  but  with  a  commercial  or  industrial  bias.  These 
schools  are  organized  with  a  view  of  providing  for  boys  and  girls  who 
can  remain  in  school  until  over  fifteen.  The  city  of  London  has  been 
divided  into  sixty  districts;  and  it  is  expected  that  each  district  will 


22  CONTINUATION  SCHOOLS 

be  provided  with  such  schools.  Pupils  are  taken  from  the  ordinary 
schools  between  the  ages  of  eleven  and  twelve,  and  are  chosen  partly 
on  the  results  of  the  competition  for  Junior  County  Scholarships  and 
partly  on  the  results  of  interviews  with  head  teachers  and  managers. 
Some  of  the  pupils  above  the  age  of  fourteen  receive  financial  assistance 
from  the  County  Council. 

These  schools  are  modifications  of  the  older  Higher  Elementary 
Schools,  and  are  distinguished  from  the  ordinary  elementary  school 
by  the  fact  that  the  pupils  are  selected  and  go  thru  a  complete  four 
years'  course  with  a  special  curriculum.  They  are  unlike  the  older 
secondary  schools  with  a  commercial  bias  in  the  fact  that  they  provide 
free  education,  and  have  a  curriculum  framed  with  a  view  to  enabling 
pupils  of  15 }/2  years  of  age  to  earn  a  better  living.  It  is  claimed  that 
the  training  secured  in  these  schools  prepares  for  apprenticeship  at  six- 
teen, but,  in  view  of  Mr.  Blair's  statement  about  the  decline  of  ap- 
prenticeship, this  consideration  is  not  very  important.  Whether  such 
schools  will  be  of  more  practical  value  than  the  ordinary  elementary 
and  secondary  schools  is  uncertain.  They  seem  likely  to  be  dominated 
by  the  same  ideals ;  to  be  managed  in  the  same  general  way ;  and  taught 
mainly  by  teachers  with  only  the  usual  academic  training. 

Up  to  the  present  time,  39  such  schools  have  been  organized;  13 
with  an  industrial  bias,  13  with  a  commercial  bias,  and  13  with  both  an 
industrial  and  commercial  bias. 

EVENING  SCHOOLS. 

Coming  more  directly  to  the  subject  of  vocational  training  given 
to  workmen  in  England,  we  find  that  they  mainly  obtain  their  technical 
education,  so  far  as  schools  are  concerned,  first,  in  evening  classes; 
second,  in  technical  day  classes. 

In  the  words  of  Mr.  Blair — "No  one  can  understand  the  system  of 
technical  education  in  England  who  has  not  fully  grasped  the  meaning 
of  the  evening  school  work.  In  these  evening  schools  are  to  be  found 
those  students  who  have  felt  most  the  need  of  education;  those  who  are 
prepared  to  make  the  greatest  sacrifices  for  it,  and  consequently  those 
who  gain  benefit  from  it.  The  efficiency  of  the  system  is,  however, 
limited  by  the  exhaustion  of  the  long  day's  toil  before  the  evening  school 
begins."  (Italics  mine.) 

These  evening  schools  are  of  three  kinds: — free  schools,  ordinary 
evening  schools,  and  commercial  and  science  and  art  centers.  In  the 
free  schools,  instruction  is  provided  in  the  usual  academic  subjects  of 


PRE-APPRENTICESH1P  SCHOOLS  OF  LONDON  23 

reading,  writing  and  arithmetic,  English,  history  and  geography;  as 
well  as  in  a  long  list  of  subjects  including  vocal  music,  gymnastics  and 
physical  drill,  swimming,  first  aid,  home  nursing,  cooking,  laundry 
work,  millinery,  dressmaking  and  needle  work.  In  some  of  the  schools 
an  industrial  course  in  technical  drawing  and  workshop  arithmetic  is 
taken  preparatory  to  the  industrial  course  at  the  technical  institutions. 
Instruction  is  also  given  in  woodwork,  wood  carving  and  metalwork. 

In  the  "ordinary  evening  schools"  practically  the  same  subjects  are 
taught,  but  the  work  is  of  a  more  advanced  character.  In  addition, 
elementary  instruction  is  given  in  commercial  subjects  such  as  book- 
keeping, shorthand,  typewriting  and  office  routine.  Students  are  also 
prepared  for  the  examinations  for  the  minor  appointments  in  the  civil 
service.  Classes  are  held  in  many  schools  for  courses  in  English  liter- 
ature and  foreign  languages. 

The  commercial  centers  provide  courses  covering  two  or  three  years, 
consisting  of  two  or  three  subjects  so  arranged  as  to  provide  a  progressive 
course  of  study.  Students  under  eighteen  years  of  age  are  admitted  to 
the  centers  only  on  the  condition  that  as  a  rule  they  join  a  course  and 
guarantee  to  attend  regularly  for  at  least  three  evenings  a  week.  In 
addition  to  the  more  advanced  work  in  the  commercial  subjects  taken 
in  the  ordinary  schools,  such  subjects  as  accounting,  banking,  commercial 
law,  etc.,  are  taken. 

Science  and  art  centers  provide  elementary  and  intermediate  in- 
struction in  science  and  art  subjects  leading  up  to  the  advanced  work 
in  the  technical  institutions  and  schools  of  art  and  the  polytechnics.  The 
free  and  ordinary  schools  are  open  usually  on  three  evenings  a  week 
between  the  hours  of  7 :30  and  9 :30 ;  the  centers  on  four  evenings  a  week 
for  about  two  and  a  half  hours  an  evening.  The  total  number  of 
evening  schools  is  274.  Students  pay  a  fee  of  one  shilling  a  session  in 
the  ordinary  schools;  two  shillings  six  pence  in  the  commercial  centers; 
and  five  shillings  a  session  in  the  science  and  art  schools. 

PART  TIME  SCHOOLS. 

The  evening  and  Saturday  afternoon  schools  are,  of  course,  the  most 
important  industrial  schools  of  England.  The  English  apprentice 
usually  works  54  hours  a  week,  and  is  supposed  to  be  free  during  the 
remaining  time  to  carry  on  school  work.  Still  he  finds  it  difficult  to 
meet  the  demands  of  both  his  school  and  shop,  and  the  tendency  of  the 
present  day  is  very  strong  for  part-time  work  for  apprentices  and  other 


24  CONTINUATION  SCHOOLS 

persons  who  are  unable  to  give  up  full  time  to  the  schools.  The  part- 
time  school  is,  of  course,  only  a  modification  of  the  evening  classes, 
differing  only  in  this  respect; — that  the  training  is  given  in  the  day  time 
or  in  the  early  evening  instead  of  the  late  evening;  employers  allowing 
their  young  work  people  time  off  without  deduction  of  pay  during  a 
portion  of  the  day  to  attend  classes  which  will  improve  their  work. 
Many  employers  are  beginning  to  do  this,  some  permitting  their  appren- 
tices to  attend  classes  in  the  morning.  The  feeling  is  becoming  quite 
general  in  England  that  it  is  expecting  too  much  of  a  boy  to  require  him 
to  work  nine  or  ten  hours  during  the  day  and  get  his  school  training 
at  night.  In  this  they  are  following,  at  a  distance,  the  lead  of  the 
German  continuation  school. 

TECHNICAL  DAY  SCHOOLS. 

Technical  day  schools  include:  (a)  trade  preparatory  schools  intended 
to  cover  the  period  between  leaving  the  elementary  school  and  the  age 
of  apprenticeship  (16) ;  and  (b)  trade  schools  proper  which  attempt  to 
replace  apprenticeship.  The  number  of  the  trade  schools  for  boys, 
however,  is  limited  to  a  few  groups  of  boys'  trades  such  as  silversmithing, 
tailoring,  cooking  and  bakery.  The  membership  in  some  of  these  boys' 
trade  schools  is  confined  to  sons  of  the  masters,  and  they  may  be 
neglected  in  any  general  description  of  the  scheme  of  vocational  edu- 
cation. The  women's  trade  schools  which  attempt  to  prepare  girls  for 
work  as  "improvers"  teach  the  following  trades:  dressmaking,  retail  and 
wholesale  ladies'  tailoring,  waistcoat  making,  millinery,  corset  making, 
upholstery,  laundry  work,  cooking,  embroidering,  and  photography. 
The  girls'  trade  schools,  which  attempt  to  replace  apprenticeship,  seem 
to  be  very  popular.  Their  courses  are  short  (two  years),  and  appear 
to  me  to  be  lacking  in  cultural  and  artistic  elements.  Statements  have 
been  made  by  persons  connected  with  these  schools  that  the  girls  receive 
enough  training  to  enable  them  to  get  other  women's  positions  by  under- 
bidding them,  but  not  training  enough  to  prevent  their  being  overtaken 
by  the  same  fate  later  on.  Many  competent  critics  believe  that  girls 
would  be  better  served  by  good  artistic  training  in  the  schools  and  prac- 
tical training  in  the  master's  shop. 

The  trade  preparatory  school,  however,  has  no  thought  of  serving 
as  a  substitute  for  apprenticeship,  but  aims  to  prepare  for  apprenticeship 
or  for  further  instruction  in  the  technical  institutions.  They  undertake 
to  give  instruction  in  the  principles  common  to  a  group  of  handi- 
crafts, giving  that  power  of  adaptation  which  may  be  needed  on  account 


PRE-APPRENT1CESH1P  SCHOOLS  OF  LONDON  25 

of  changes  in  the  industrial  conditions  and  methods  of  production. 
Many  believe  that  ignorance  of  these  fundamental  principles  is  an 
important  factor  in  increasing  the  number  of  unemployed  when  changes 
in  the  industries  occur.  The  training  of  the  engineer  may  lead  to  the 
making  of  guns  and  motors;  the  well  trained  carpenter  can  easily  learn 
to  make  cabinets,  ladders,  picture-frames,  and  cricket  bats;  in  the  work 
of  the  carpenter  and  fitter  the  foundation  is  broad  enough  to  lead  into 
the  profession  of  the  architect  and  engineer.  The  work  in  all  these 
schools  should  result  in  the  recognition  of  the  dignity  of  labor,  and  the 
perception  that  the  work  of  a  skilled  artisan  is  as  worthy  as  that  of  a 
clerk  and  much  more  stimulating  to  the  intellect. 

The  curriculum  of  the  trade  preparatory  schools  is  usually  three  years 
in  length ;  the  pupils  being  permitted  to  leave  the  elementary  school  and 
enter  the  trade  preparatory  school  at  about  thirteen.  The  studies  and 
time  given  to  them  differ  in  different  cases,  and  has  been  stated  by  Mr. 
Blair  as  about  eight  hours  a  week  in  English,  eight  or  ten  hours  in 
mathematics  and  science,  eight  or  ten  hours  in  drawing  and  manual 
work  during  the  first  year.  In  some  schools,  however,  fully  half  the 
time  is  given  to  drawing  and  manual  work.  During  the  first  and  second 
years  the  curriculum  is  more  general  and  is  suitable  as  a  general  prepara- 
tion for  a  number  of  trades.  In  later  years,  the  pupils  are  permitted  to 
specialize  according  to  their  particular  career. 

The  classes  are  usually  held  in  buildings  of  technical  schools,  whose 
main  purpose  is  evening  work.  There  is  a  decided  advantage  of  this 
bringing  together  of  the  day  and  evening  work,  as  it  will  lead,  in  some 
cases,  to  the  pupils  shifting  to  day  work  for  full  time  in  place  of  a  few 
hours  of  evening  work;  and  in  other  cases  will  lead  a  boy  who  has 
been  compelled  to  leave  the  day  classes  to  continue  work  in  the  evening 
after  entering  upon  a  trade.  This  correlation  between  day  and  evening 
classes  is  very  important,  especially  now  when  the  number  in  the  day 
classes  is  very  small.  According  to  the  census  of  1909-1910,  there  were 
only  700  boys  in  the  day  classes  of  technical  schools  and  620  girls.  The 
boys  and  girls  in  these  schools  are  required  to  pay  tuition,  but  the 
statistics  of  the  year  I  have  just  quoted  show  that  only  224  boys  and  195 
girls  paid  tuition  fees. 

Mr.  Blair  enumerates  ten  day  technical  schools  for  boys,  eight  main- 
tained by  the  County  Council  and  two  aided  by  it;  and  four  day  trade 
schools  for  girls  maintained  by  the  Council  and  two  aided  by  it.  The 
courses  in  these  schools  vary  slightly  in  the  proportionate  amount  of 
workshop  instruction  to  academic  subjects.  A  somewhat  detailed  sketch 


26  CONTINUATION  SCHOOLS 

of  the  work  done  in  the  school  of  building  at  Brixton  will,  perhaps,  be 
the  best  means  of  presenting  a  picture  of  the  work  of  this  group  of  in- 
dustrial schools. 

SCHOOL  OF  BUILDING  AT  BRIXTON. 

The  prospectus  of  this  school  states  that  "a  day  school  for  boys  has 
been  established  at  this  institution  with  the  object  of  providng  a  sound 
scientific  and  technical  training  for  boys  preparing  to  enter  the  building 
trades  and  allied  vocations."  It  is  not  suggested  that  this  training 
should  replace  the  apprenticeship  system,  but  the  institution  should  give 
instruction  which  it  is  almost  impossible  for  the  boy  to  get  anywhere 
else.  The  whole  of  the  training  is  preliminary,  and  should  be  continued 
in  evening  schools  in  the  Council's  institutes  or  polytechnics,  after  the 
pupil  enters  upon  his  life  work. 

The  course  is  for  three  years,  and  is  confined  to  boys  between  thirteen 
and  fifteen  who  have  passed  the  sixth  standard  of  the  elementary  school, 
or  its  equivalent.  The  curriculum  which  is  common  to  all  students 
during  the  first  years,  includes: 

8  hours  per  week  workshop  practice; 
6  hours  per  week  technical  and  drawing  office  instruction; 
4  hours  per  week  elementary  science; 
10  hours  per  week  English,  mathematics,  and  art  applied  to 

building ; 
2  hours  per  week  physical  instruction. 

At  the  end  of  the  first  year  the  principal  advises  the  parents  of  the 
boy  attending  the  school  as  to  the  most  suitable  trade  to  select  for  their 
boy;  this  recommendation  is  based  upon  any  special  aptitude  shown 
during  the  first  year,  upon  reports  from  the  master,  the  character  of  the 
boy,  and  the  position  of  the  parents. 

In  the  second  and  third  years  the  courses  are  divided  into  two  main 
sections:  (a)  the  artisan  course  for  bricklayers,  carpenters,  masons, 
plumbers,  painters,  etc.;  (b)  the  higher  course  for  architects,  builders, 
and  surveyors.  During  these  two  years  the  instruction  in  building  con- 
struction for  all  students  is  of  a  more  advanced  character,  and  the 
general  elementary  science  with  reference  to  building  materials  and 
mechanics  of  building  is  more  directly  applied.  Students  taking  the 
artisan  course  specialize  in  the  trade  which  they  intend  to  follow.  The 
pupils  in  the  higher  course  receive  weekly  instruction  in  the  various 
trades  in  rotation;  builders'  quantities,  architectural  drawing  and  land 
surveying  are  added  to  the  curriculum. 


PRE-APPRENT1CESHIP  SCHOOLS  OF  LONDON  27 

In  the  second  year : 

6  hours  per  week  is  given  to  technical  and  drawing  office 

work ; 
10  hours  per  week  are  devoted  to  the  specialized  instruction; 

4  hours  per  week  to  elementary  science; 

8  hours  per  week  to  English,  mathematics,  and  art  applied 

to  building; 
2  hours  per  week  to  physical  instruction. 

In  the  third  year: 

15  hours  per  week  are  devoted  to  the  specialized  instruction; 

5  hours  per  week  to  technical  and  drawing  office  work; 
4  hours  per  week  to  science; 

4  hours  per  week  to  English,  mathematics,  and  art  applied  to 

building ; 
2  hours  per  week  to  physical  instruction. 

Towards  the  end  of  the  third  year,  as  opportunities  arise,  the  boys 
are  placed.  The  principal  is  of  opinion  that  it  is  undesirable  to  insist 
upon  the  completion  of  the  three  years,  as  it  would  be  extremely  difficult 
to  place,  or  assist  in  placing,  groups  of  fifty  boys  leaving  simultaneously. 

Workshops  are  provided  and  equipped  for  the  practical  teaching  of 
several  building  trades  under  conditions  similar  to  those  met  with  in  the 
builders'  shops.  The  school  of  architecture  gives  instruction  in  the 
history  of  buildings,  and  for  the  study  of  architectural  design  and  plan- 
ning, together  with  the  preparation  of  architectural  drawings.  Lecture, 
classrooms,  drawing  offices  and  laboratories  have  been  arranged  in  con- 
nection with  the  workshop,  so  that  the  practical  work  of  the  school  may 
be  combined  with  class  study  in  building  construction,  drawing,  architec- 
ture, and  the  chemistry  and  physics  of  materials.  Every  facility  is  given 
for  fullsize  work,  and  various  trades  act  in  conjunction  for  this  purpose. 
A  portion  of  the  large  hall  of  the  school  is  devoted  to  this  work.  Great 
importance  is  attached  to  the  practical  combination  of  the  studies  in  the 
several  trades  and  branches  as  required  by  a  master-builder,  foreman,  or 
architect ;  and  an  architectural  director  of  the  school  has  been  appointed 
for  this  purpose.  Facilities  are,  therefore,  given  for  combining  architec- 
tural studies  in  drawing  and  theoretical  work  in  the  workshop,  lecture 
room,  and  drawing  office.  Courses  of  special  lectures,  open  to  all  stu- 
dents, are  held  each  season  upon  architectural  and  scientific  subjects  in 
connection  with  the  work  of  the  schools. 


28  CONTINUATION  SCHOOLS 

EVENING  CLASSES. 

In  the  practical  trade  schools  of  this  institution,  admission  is  given 
only  to  those  engaged  in  the  trades.  These  classes  are  intended  to  sup- 
plement workshop  classes,  and  not  to  teach  trades.  Students  in  these 
classes  are  expected  to  attend  the  lectures  and  drawing  office  work  in 
connection  therewith,  and  those  who  fail  to  do  so  are  not  allowed  to 
continue  the  workshop  practice.  Classes  are  held  in  the  evening,  two  or 
three  times  a  week,  from  7:30  to  9:30.  The  work  of  the  school  is 
divided  into  three  departments,  as  follows:  First,  trade  classes,  in- 
cluding brick  work,  carpentry  and  joinery,  staircasing  and  hand  railings, 
masonry,  pipe  work,  sanitary  engineering,  stone  carving,  wood  carving, 
modeling,  wrought  iron  work.  Second,  building  instruction  in  allied 
subjects;  builders'  bookkeeping,  estimating,  office  routine,  construction, 
mechanics  of  building,  constructional  steel  work,  building  or  quantity 
surveying,  chemistry  and  physics  of  building  materials,  geometry,  land 
surveying  and  valuation,  workshop  arithmetic,  practical  mechanics. 
Third,  architecture  and  drawing;  architectural  design,  working  details 
and  perspective  drawing,  architectural  history,  freehand  and  model 
drawing,  lettering  and  inscriptions  for  drawings,  sketching  and  measur- 
ing buildings  and  details.  These  courses  are  held  at  the  Victoria  and 
Albert  Museums  at  South  Kensington. 

Other  vocational  schools  for  boys  follow  the  same  general  plan  as  the 
Builders'  school.  Some  do  more  shopwork;  some  less;  some  pay  more 
attention  to  the  industrial  arts;  some  less.  Altogether  they  are  a  mere 
handful  compared  to  the  masses  attending  the  evening  classes  (126,000) 
and  the  larger  masses  getting  no  vocational  instruction.  All  of  them 
try  to  use  the  period  from  about  twelve  to  sixteen  years  for  the  pre- 
apprentice  training. 

VOCATIONAL   AND   GENERAL    EDUCATION. 

For  the  young  man  who  can  work  all  day  and  study  nights,  England 
makes  ample  provision.  What  strikes  the  observer  who  has  seen  the 
day  work  provided  in  Germany  is  the  excessive  demand  made  by  the 
English  system  upon  the  physical  endurance  and  will  power  of  the  rising 
generation.  My  observation  leads  me  to  believe  that  the  demand  is  too 
great,  and  is  sapping  the  vitality  of  the  English  youth. 

In  my  opinion  the  Germans  are  wiser  in  preserving  the  elementary 
school  up  to  fourteen,  the  beginning  of  adolescence,  for  general  culture, 


PRE-APPRENT1CESHIP  SCHOOLS  OF  LONDON  29 

including  hand  training,  and  then  compelling  supplementary  vocational 
training  in  the  day  time  up  to  the  age  of  eighteen  for  those  obliged  to 
go  to  work.  I  believe  no  boy  should  be  compelled  or  permitted  to 
choose  his  vocation  before  the  age  of  fourteen,  and  further,  that  no  one 
can  do  it  for  him  intelligently  before  that  time.  I  believe  the  boy's 
general  welfare  demands  no  shortening  of  the  period  of  infancy  or  child- 
hood, no  premature  entering  into  the  ranks  of  the  breadwinners.  Let 
vocational  training  wait  until  childhood  ripens  and  youth  begins. 


THE  SCOTTISH  SYSTEM  OF  CONTINUATION  SCHOOLS. 


IN  the  article  on  the  Crefeld  Schools,  published  in  the  November 
number  of  VOCATIONAL  EDUCATION  it  was  pointed  out  that  the 
continuation  school  is  a  supplement  to  the  apprenticeship  system  of 
Germany.     The  master's  shop  is  the  basis  and  center  of  the  industrial 
education  of  the  apprentice,  the  school  being  called  in  to  supplement  it 
— especially  on  the  theoretical  side.    (The  existence  of  a  strong,  well-  - 
organized  system  for  training  the  youth  thru  apprenticeship  is  an  ad- 
vantage the  German  has  over  the  English,  Scotch  or  American;  an 
advantage  which  makes  it  comparatively  easy  for  him  to  deal  with  the 
problem  of  the  vocational  training  of  the  youth. 

In  the  article  in  the  January  number,  an  attempt  was  made  to  show 
the  English  method  of  dealing  with  the  problem ;  a  method  that  seemed 
to  the  writer  to  be  worthy  of  careful  study,  but  far  less  effective  than 
the  one  employed  in  Germany.  Part  of  the  difficulty  in  England  is 
due  to  the  lack  of  a  well-organized  system  of  apprenticeship  and  part 
of  it  to  the  lack  of  faith  on  the  part  of  the  ordinary  Englishman  in 
sd1  3  as  instrumentalities  for  promoting  efficiency.  The  Englishman,  Jr 
too,  has  neglected  to  give  adequate  consideration  to  the  inability  of  the 
ordinary  youth  of  fourteen  to  bear  up  under  the  two-fold  strain  of 
shopwork  in  the  day  time  and  school  work  in  the  evening.  Up  to  the 
present  time,  English  authorities  have  not  required  by  law  attendance 
at  continuation  schools  on  the  part  of  youth  who  have  left  the  elementary 
school  at  fourteen  and  gone  to  work.  At  present  many  things  indicate 
a  desire  to  change  this  situation,  and  to  provide  for  both  compulsory 
attendance  in  industrial  schools,  and  to  arrange  for  at  least  a  part  of 
the  work  in  the  day  time.  The  Scotch  have  already  taken  one  decided 
step  in  this  direction. 

Conditions  in  Great  Britain  resemble  those  in  America.  A  sketch 
of  the  situation,  as  it  presents  itself  in  Scotland,  seems  likely  to  be 
especially  instructive  and  helpful  to  Americans  who  are  considering 
the  question  of  industrial  education  for  the  youth. 

The  Scotch  have  already  secured  legislation  which  must  be  noted 
by  everyone  studying  their  industrial  schools.  The  following  are  the 
sub-sections : 

30 


THE  SCOTTISH  SYSTEM  31 

COMPULSORY   ATTENDANCE   ACT. 

(1)  Without  prejudice  to  any  other  power  of  a  school  board  to  provide  in- 
struction in  continuation  classes,  it  shall  be  the  duty  of  a  school  board  to  make 
suitable  provision  of  continuation  classes  for  the  further  instruction  of  young  per- 
sons above  the  age  of  fourteen  years  with  reference  to  the  crafts  and  industries 
practiced  in  the  district   (including  agriculture  if  so  practiced  and  the  domestic 
arts),  or  to  such  other  crafts  and  industries  as  the  school  board,  with  the  consent 
of  the  Department,  may  select,  and  also  for  their  instruction  in  the  English  lan- 
guage  and   literature,   and   in   Gaelic-speaking   districts,   if  the  school   board   so 
resolve,  in  the  Gaelic  language   and  literature.     It  shall  also  be  their  duty  to 
make  provision  for  their  instruction  in  the  laws  of  health  and  to  afford  opportunity 
for  suitable  physical  training. 

(2)  If  it  shall  be  represented  to  the  Department  on  the  petition  of  not  less 
than  ten  ratepayers  of  the  district  that  a  school  board   are  persistently  failing 
in  their  duty  under  the  foregoing  subsection,  the  Department  shall  cause  inquiry 
to  be  made  and  call  upon  the  board  to  institute  such  continuation  classes  as  appear 
to  the  Department  to  be  expedient,   and,  failing  compliance,  may  withhold  or 
reduce  any  of  the  grants  in  use  to  be  made  to  the  board. 

(3)  It  shall  be  lawful  for  a  school  board  from  time  to  time  to  make,  vary, 
and  revoke  byelaws  for  requiring  the   attendance   at  continuation  classes,  until 
such  age,  not  exceeding  seventeen  years,  as  may  be  specified  in  the  byelaws,  of 
young  persons  above  the  age  of  fourteen  years  within  their  district  who  are  not 
otherwise  receiving  a  suitable  education  or  are  not  specially  exempted  by  the  school 
board  from  the  operation  of  the  byelaws,  and  that  at  such  times  and  for        h 
periods  as  may  in  such  byelaws  be  specified.     Such  byelaws  may  also  require  all 
persons  within  the  district  having  in  regular  employment  any  young  person  to 
whom  such  byelaws  apply,  to  notify  the  same  to  the  board  at  times  specified  in 
the  byelaws,  with  particulars  as  to  the  hours  during  which  the  young  person  is 
employed  by  them : 

Provided  that  no  young  person  shall  be  required  to  attend  a  continuation 
class  held  beyond  two  miles  measured  along  the  nearest  road  from  the  residence 
of  such  young  person. 

(4)  This  subsection  provides  for  the  application  of  the  Public  Health  Act 
•  >f  Scotland. 

(5)  If  any  person  fails  to  notify  the  school  board  in  terms  of  any  such  bye- 
laws  in  regard  to  young  persons  employed  by  him,  or  knowingly  employs  a  young 
person  at  any  time  when  his  attendance  is  by  any  such  byelaw  required  at  a  con- 
tinuation class,  or  for  a  number  of  hours  which,  when  added  to  the  time  required 
under  any  such  byelaw  to  be  spent  at  a  continuation  class,  causes  the  hours  of 
employment  and  the  time  so  spent,  taken  together,  to  exceed  in  any  day  or  week, 
as  the  case  may  be,  the  period  of  employment  permitted  for  such  young  person  by 
any  Act  of  Parliament,  he  shall  be  liable  on  summary  conviction  to  a  penalty  not 
exceeding  twenty  shillings,  or  in  case  of  a  second  or  subsequent  offence,  whether 
relating  to  the  same  or  another  young  person,  not  exceeding  five  pounds. 


32  CONTINUATION  SCHOOLS 

(6)  If  any  parent  of  a  young  person  by  wilful  default,  or  by  habitually 
neglecting  to  exercise  due  care,  has  conduced  to  the  commission  of  an  offence  under 
the  immediately  preceding  subsection  or  otherwise,  thru  failure  on  the  part  of 
the  young  person  to  attend  a  continuation  class  as  required  in  any  such  byelaw, 
he  shall  be  liable  on  summary  conviction  to  the  like  penalties  as  aforesaid. 

Sub-section  1,  of  the  Scottish  Education  Act  referred  to,  provides 
that  it  shall  be  the  duty  of  school  boards  to  make  suitable  provision 
in  continuation  classes  for  the  further  instruction  of  young  persons 
above  the  age  of  fourteen  years  with  reference  to  the  crafts  and  in- 
dustries practiced  in  the  district.  It  will  be  noticed  that  this  includes 
agriculture  and  domestic  arts;  and  that  the  Act  further  provides  for 
instruction  in  languages  and  literature,  together  with  the  laws  of  health 
and  physical  training.  The  work  here  is  left  to  the  local  boards  of 
education,  and  not  referred  to  special  boards  created  for  the  management 
of  these  schools,  as  is  usually  the  case  in  Germany,  and  as  is  provided 
by  the  laws  of  Wisconsin.  Germany's  experience  has  seemed  to  indicate 
^~that  the  coupling  up  of  the  management  of  these  two  types  of  schools 
has  not  usually  been  successful. 

Sub-section  2  provides  for  a  method  of  compelling  boards  of  edu- 
cation to  do  their  duty  in  providing  such  continuation  classes;  and 
provides  for  penalizing  them  by  reduction  of  their  grants  in  case  of 
disobedience.  This  provision  seemed  necessary  on  account  of  the  hide- 
bound conservatism  of  some  educational  boards  who  will  neglect  the 
new  and  unorganized  form  of  education  for  the  old  and  established  one. 
Germany  has  found  it  best  to  entrust  the  new  form  of  education,  at 
least  in  the  beginning,  to  separate  organizations  of  men  interested  in 
the  new  movement. 

Sub-section  3  permits  local  school  boards  to  compel  attendance  of 
youth  at  the  continuation  classes  up  to,  and  not  exceeding,  seventeen 
years  of  age,  unless  already  in  attendance  at  another  school,  or  specially 
exempted  by  the  school  board  from  the  operation  of  the  byelaw.  This 
sub-section  contains  a  further  very  important  provision:  that  all  persons 
having  in  their  employment  any  young  person  to  whom  any  such  byelaw 
applies  must  notify  the  school  board  at  certain  specified  times,  stating 
particulars  as  to  hours  during  which  the  young  persons  are  employed 
by  them.  Some  such  provision  is  absolutely  necessary  for  the  successful 
working  of  the  law. 

Sub-section  5  compels  employers  to  provide  time  for  the  attendance 
of  young  persons  in  their  employment  at  the  continuation  school;  and 


THE  SCOTTISH  SYSTEM  33 

further  provides  that  the  hours  spent  in  continuation  classes  are  to  be 
counted  in  computing  the  hours  of  employment  of  such  young  persons. 
This  will  prevent  the  practice  of  employing  people  a  full  number  of 
hours  in  the  shop,  and  then  requiring  them  to  do  their  school  work  in 
the  evening.  It  will  lead,  in  many  cases,  to  employers  granting  time 
during  the  day  for  such  continuation  classes,  as  employers  who  cannot 
keep  the  boy  at  work  will  be  willing  that  his  school  instruction  shall 
be  carried  on  at  such  times  as  are  best  calculated  to  render  him  more 
efficient.  This  provision  is  very  important,  and  under  intelligent  super- 
vision will  lead  to  a  gradual  transfer  of  a  large  part  of  the  evening 
continuation  class  work  to  day  classes,  where  it  will  be  possible  to  do 
genuine  educational  work. 

Sub-section  6  compels  parents  to  assist  school  officials  in  carrying  out 
this  Act.  Taken  with  the  provision  relating  to  employers,  it  will  make 
it  possible  for  any  community  so  desiring  to  establish  a  genuine  system 
of  continuation  classes  providing  for  regular  attendance  at  such  hours 
and  place  as  will  make  possible  thoro  and  efficient  work. 

Taken  together,  the  provisions  of  the  Scottish  Act  seem  to  provide 
for  taking  a  long  step  in  the  direction  of  proper  vocational  instruction 
for  youth.  Altho  it  does  not  provide  for  general  compulsory  attendance, 
it  enables  communities,  desiring  it,  to  have  it.  While  it  does  not  provide 
for  day  instruction,  the  general  tendency  of  the  act  will  be  to  promote 
this  most  important  phase  of  the  work.  The  Act  places  Scotland  a 
long  way  in  the  advance  of  England,  altho  it  seems  probable  that 
Parliament  will  soon  enact  a  similar  law  for  England. 

Steps  have  already  been  taken  in  some  school  districts  in  Scotland 
to  provide  for  compulsory  continuation  classes.  The  matter  is  being 
discussed  in  both  of  Scotland's  greatest  cities — Glasgow  and  Edinburgh. 
Both  of  these  cities  have  vocational  schools,  but  have  not  yet  taken  full 
advantage  of  the  provision  of  the  Scottish  Education  Act  with  reference 
to  compulsory  attendance.  Rivalry  between  these  cities  is  intense;  and 
one  or  the  other  will  soon  get  into  line  with  the  provisions  of  this  Act. 

RESPONSIBILITIES  OF  SCHOOL  BOARDS. 

Sir  John  Struthers,  Secretary  of  the  Scotch  Education  Department, 
in  his  report  for  the  year  1910-11  discusses  the  purposes  of  the  Law,  and 
the  responsibilities  of  School  Boards  in  carrying  it  out.  His  statement 


34  CONTINUATION  SCHOOLS 

is  very  important,  and  I  shall  give  a  large  part  of  it.  I  have  seen 
nowhere  else  so  clear  and  thoro  a  statement  of  the  case  for  the  con- 
tinuation school. 

Up  to  recently,  it  has  been  no  part  of  the  duties  of  the  school  board  under  the 
statutes  (or,  indeed,  of  any  other  public  body)  to  take  cognizance  of  the  period 
of  adolescence ;  to  reinforce  parental  authority  at  the  time  when  it  is  most  needed, 
but  is,  in  point  of  fact,  weakening  from  natural  causes ;  to  guide  and  advise  young 
persons  as  to  choice  of  occupation,  or  even  to  put  before  them  much  needed  infor- 
mation on  the  subject;  to  ascertain  what  further  systematic  instruction  is  needed 
to  enhance  the  efficiency  of  all  persons  in  their  several  occupations,  and  to  make 
them  more  useful  citizens ;  or  to  see  that  suitable  means  of  further  education  with 
these  practical  ends  in  view  are  actually  provided.  It  is  broadly  true  that  school 
boards,  as  such,  have  hitherto  stood  in  no  sort  of  relation  to  young  persons  over 
fourteen  years  of  age,  or  had  any  responsibility  for  providing  for  educational 
reeds  of  adolescents. 

It  is  becoming  increasingly  clear  that  a  national  system  of  education  founded 
on  such  principles  can  be  at  best  but  a  qualified  success;  that  is  the  experience 
of  other  countries  as  well  as  of  our  own,  and  everywhere  the  progressive  nations 
of  the  world  are  bestirring  themselves  to  make  the  proper  instruction,  control  and 
discipline  of  adolescents  a  matter  of  State  concern. 

Besides  laying  a  definite  responsibility  upon  school  boards  for  the  further 
education  of  adolescents,  the  Legislature  has  indicated  generally,  but  without 
prejudice  to  the  provision  of  other  forms  of  instruction,  certain  lines  which  that 
further  education  should  follow,  viz: — 

1.  The  maintenance  and  improvement  of  the  health   and  physique  of  the 

young  people ; 

2.  The  broadening  and   refining  of  their  interests  and  sympathies  by  the 

influence  of  good  literature; 

3.  The  equipping  them  with  a  competent  knowledge  of  some  craft,  industry 

or  occupation  which  offers  a  reasonable  chance  of  providing  a  means 
of  livelihood  in  adult  years. 

To  this  may  be  added  a  system  of  training  adolescents  in  the  responsibilities 
and  duties  of  communal  life,  as  well  as  of  its  rights  and  privileges. 

The  foundation  of  all  continuation  class  instruction  should  be  laid  in  the  Sup- 
plementary Courses  of  the  day  school,  and  it  is  to  the  proper  organization  of  this 
part  of  the  work  of  the  day  school  that  the  attention  of  boards  should,  in  the  first 
place,  be  directed.  Some  course  of  the  kind  should  be  placed  within  the  reach  of 
every  day  school  pupil  between  12  and  14.  Much  greater  pains  should  be  taken 
to  adapt  the  instruction  to  the  probable  future  occupations  of  the  pupils,  and  a 
vigorous  effort  be  made  to  ensure  that  a  much  smaller  proportion  of  the  pupils 
leave  the  day  school  without  something  approaching  to  two  years'  experience  of 
Supplementary  Course  work. 


THE  SCOTTISH  SYSTEM  35 

In  the  more  populous  districts  of  Scotland,  it  has  been  found  more  convenient 
to  provide  the  equivalent  of  Supplementary  Courses  of  instruction,  for  pupils  who 
have  left  school  without  it,  in  classes  distinct  from  those  of  the  day  school.  Hitherto, 
such  classes  have  been  held  in  the  evenings,  and  it  may  be  difficult  owing  to  indus- 
trial conditions  to  make  any  great  change  in  that  respect.  But  the  disadvantages 
attached  to  evening  class  instruction,  following  upon  full  time  occupation  during 
the  day,  are  undoubtedly  very  grave ;  so  grave,  indeed,  in  some  cases  as  to  make 
it  doubtful  whether  they  do  not  outweigh  the  advantages.  Public  opinion  among 
employers  should  favor  attendance  at  suitable  evening  classes  as  a  part  of  that 
instruction  in  a  trade  or  industry  which  an  employer  is  supposed  to  provide  for  his 
employees  in  those  trades  in  which  there  is  a  regular  system  of  apprenticeship,  and, 
therefore,  as  nominally  falling  within  the  regular  hours  of  employment.  It  is 
even  more  important  that  a  sense  of  responsibility  for  the  future  of  young  persons 
in  their  employment  should  be  created  among  employers  in  those  industries  in 
which  there  is  no  semblance  of  an  apprenticeship,  and  in  which  the  labor  of  ado- 
lescence is  too  often  in  no  sense  whatever  a  preparation  for  earning  an  independent 
livelihood.  School  boards  in  industrial  districts  have  no  more  pressing  task  before 
them  than  the  fostering  by  all  means  in  their  power  of  a  movement  for  the  better 
use  of  the  years  of  adolescence  as  a  preparation  for  adult  life.  They  must  associate 
with  themselves  representatives  of  employers  and  employed,  and  must  join  hands 
with  every  agency  having  for  its  object  the  industrial  efficiency  and  social  well- 
being  of  the  community.  They  must  also  have  regard  to  the  exigencies  of  par- 
ticular employments,  and  adapt  their  classes  thereto  both  as  regards  the  times  at 
which  they  are  held  and  the  nature  of  the  instruction  given  therein. 

To  recapitulate,  it  is  suggested  that  as  a  discharge  in  some  measure 
of  the  duties  laid  upon  them  by  the  recent  Act : 

I.  School  boards  should,  according  to  their  opportunities,  see  to 
the  establishment  in  their  day  schools  of  efficient  Supplementary  Courses 
with  in  all  cases  satisfactory  provision  of  practical  work  for  both  boys 
and  girls  as  indicated  in  Schedule  VI.  of  the  Code. 

II.  When  the  provision  of  properly  qualified  teachers  of  certain 
subjects  of  the  Supplementary  Course  is  beyond  their  resources,  they 
should  invoke  the  help  of  the  Secondary  Education  Committee,  who 
may  provide  such  teachers  for  groups  of  schools,  and  also  aid  in  the 
supply  of  any  necessary  equipment. 

III.  The  work  of  the  primary  school  should  be  so  ordered  as  to 
secure  to  pupils  of  average  ability  and  diligence  from  one  and  one-half 
to  two  years  of  Supplementary  Course  instruction  before  leaving  the 
Day  School. 

IV.  Arrangements  should  be  made  whereby  pupils  who  have  not 
received  this  minimum  of  instruction  should  obtain  it  either  by  further 


36  CONTINUATION  SCHOOLS 

attendance  at  the  day  school  at  certain  seasons  of  the  year  (rural  dis- 
tricts), or  by  attendance  at  classes  specially  provided  (Preparatory 
Courses,  Division  III.,  of  Continuation  Class  Code). 

V.  The  larger  school  boards  for  themselves,   and  in  other  cases 
the  Secondary  Education  Committees,  should,  in  cooperation  with  the 
relative  Central  Institutions,  establish  at  suitable  centers  within  their 
districts  classes  for  the  further  instruction  of  those  who  have  received 
the  aforesaid  minimum  of  Supplementary  Course  Instruction  (Division 
III.  Classes). 

VI.  The  organization  of  these  classes  should  be  based  upon  a  care- 
ful survey  of  the  occupations  of  the  district,  distinguishing  between  those 
which  do  and  those  which  do  not  offer  a  prospect  of  employment  suitable 
for  adults. 

VII.  In  so  far  as  the  subject-matter  of  these  courses  involves  the 
treatment  of  principles  of  science  or  of  art,  the  study  of  which  may  be 
carried  to  a  higher  stage,  the  classes  should  be  definitely  affiliated  to 
the  appropriate  Central  Institution1  and  the  program  of  work  definitely 
related  to  that  of  those  institutions.    In  addition,  every  endeavor  should 
be  made  to  bring  the  wlole  work  of  these  classes  within  the  sphere  of 
influence  of  the  Central   Institutions,  so  that  all   forms  of  technical 
work,  even  of  the  lowest  grade,  may  benefit  by  the  knowledge  and  ex- 
perience of  the  best  experts  available. 

VIII.  As  an  important,  if  subsidiary,  part  of  the  program  of  work 
of  such  classes,  arrangements  should  always  be  made  for  the  instruction 
of  the  students  in  English,  in  the  laws  of  health,  and  the  duties  of 
citizenship,  while  opportunity  should  be  offered   for  suitable  physical 
exercise. 

IX.  Each  Board  should  for  itself  make  a  census  of  young  persons 
between  14  and  18  in  its  district  with  a  view  to  ascertaining  the  extent 
to  which  they  are  profiting  by  the  opportunities  offered,  and  to  con- 
sidering whether  or  not  they  should  avail  themselves  of  their  powers 
under  the  Act  to  make  byelaws  requiring  attendance  at  continuation 
classes  in  certain  circumstances. 

X.  Before  applying  compulsion  every  effort  should  be  made,  by  the 
provision  of  suitable  instruction  at  convenient  hours,  by  conferences  with 
employers  and  associations  of  workmen  and  by  cooperation  with  other 

'Higher  technical,  art  and  commercial  schools  cooperating  with  the  continua- 
tion schools. 


THE  SCOTTISH  SYSTEM  37 

agencies,  to  stimulate  voluntary  attendance.  When  compulsion  is 
resorted  to,  it  might  be  limited  in  the  first  instance  to  those  who  have 
not  received  the  minimum  of  Supplementary  Course  instruction  specified 
above  before  leaving  the  day  school. 

XI.  The  information  as  to  young  persons  and  their  employments 
necessarily  accumulated  for  the  proper  organization  of  continuation  class 
work  may  be  turned  to  useful  account  in  another  direction,  viz.,  in 
facilitating  the  work  of  agencies  established  under  the  Act  for  aiding 
young  people  and  their  parents  in  the  choice  of  employment.  The 
establishment  of  such  agencies,  in  industrial  districts  at  all  events,  is  a 
matter  of  the  highest  importance;  and  it  is  almost  equally  important 
that  such  agencies  should  be  in  close  relationship  to  the  public  authority 
charged  under  the  present  Act  with  the  duty  of  making  suitable  pro- 
vision of  continuation  classes  for  the  further  instruction  of  young  persons 
above  the  age  of  14  years  with  reference  to  the  crafts  and  industries 
practiced  in  the  district. 

CONTINUATION    SCHOOLS    IN    EDINBURGH. 

Edinburgh  is  carrying  out  this  plan  of  operation  in  a  most  thoro 
way.  I  shall  attempt  a  description,  using  freely  the  reports  published 
by  the  Edinburgh  school  authorities.  The  following  is  a  general  outline 
of  the  scheme  of  construction  proposed  for  the  session  of  1910-11  in 
accordance  with  the  new  Code  of  regulations  for  the  continuation  classes. 
The  subjects  of  instruction  as  outlined  by  the  Scottish  Education  De- 
partment are  grouped  as  follows: 

Division  I.     Classes   for   the  Completion   of   General   Elementary 
Education. 

English  and  Arithmetic,  and  one  or  more  of  the  fol- 
lowing: The  Empire,  Civics,  The  Laws  of  Health, 
Drawing,  Woodwork,  Common  Commercial  Docu- 
ments, Needlework,  Cookery,  Laundry  Work,  Dress- 
Making,  Millinery. 

These  classes  are  intended  for  pupils  who  have  not  had  a  full  course 
of  elementary  instruction  in  the  day  school;  or,  who,  by  reason  of  not 
proceeding  directly  to  the  continuation  classes  on  leaving  school,  find  it 
necessary  to  review  the  elementary  subjects  before  entering  upon  one  of 
the  courses  for  specialized  instruction.  Pupils  under  the  age  of  14  years 
are  not  admitted  unless  they  have  been  exempted  from  attendance  at  the 


38  CONTINUATION  SCHOOLS 

day  school.  The  work  of  these  classes  corresponds  generally  with  that  of 
the  Supplementary  Courses  recommended  by  Sir  John  Struthers,  which 
are  given  in  the  last  two  years  of  the  elementary  school. 

Division  II.  Classes  for  Specialized  Instruction.  This  division 
shall  comprehend  classes  for  the  elementary  instruction  of  pupils  in 
special  subjects — especially  such  as  may  be  of  use  to  pupils  who  are 
engaged  in  or  preparing  for  any  particular  trade,  occupation,  or  pro- 
fession. 

Pupils  may  be  admitted  to  classes  under  Division  II.  at  the  discretion 
of  Managers,  provided  that  due  regard  is  had  to  the  previous  instruction 
of  the  pupils  in  elementary  subjects,  and  to  their  fitness  to  profit  by 
the  instruction  given. 

The  following  classes  of  pupils  will  be  eligible  to  enter  Division  II : 
I.  Pupils  over  16  years  of  age  at  the  date  of  joining  the  class. 

II.     Pupils  under  16  years  of  age  who — 

(a)  Have  been  one  year  in  an  approved   Supplementary 

Course;  or 

(b)  Have  attended  at  least  thirty  meetings  of  a  course 

conducted  under  Division  L,  and  obtained  a  cer- 
tificate of  satisfactory  proficiency  from  the  managers 
of  such  course;  or 

(c)  Have  been  in  attendance  for  at  least  one  year  as  duly 
qualified  pupils  at  a  Higher  Grade  School  or  De- 
partment, or  at  a  Secondary  School. 


heads : 


SUBJECTS  OF  INSTRUCTION. 

The  subjects  of  instruction  may  be  classified  under  the  following 


(A.)  English  Subjects — English,  geography,  history,  the  life  and  duties  of 
the  citizen. 

(B.)  Languages — The  study  of  any  language,  ancient  or  modern,  approved 
by  the  Department. 

(C.)  Commercial  Subjects — Commercial  arithmetic,  handwriting,  bookkeep- 
ing,, shorthand,  commercial  correspondence,  business  procedure, 
commercial  geography.  The  study  of  any  language  (including 
English)  with  a  direct  view  to  its  use  in  business. 

(D.)     Art — Drawing  and   modeling;    elementary  design. 

(E.)     Mathematics —  Elementary  geometry,  algebra,  mensuration,  dynamics. 

(F.)  Science — The  elementary  study,  theoretical  or  practical,  of  physical  or 
natural  science,  or  any  branch  thereof. 


THE  SCOTTISH  SYSTEM  39 

(G.)     Applied  Mathematics  and  Science — 

(a)  General — Practical   mathematics,   including  technical   arith- 

metic and  the  use  of  mathematical  instruments  and  tables; 
mechanical  drawing. 

(b)  Special — The  application  of  mathematics  and  science  to  spe- 

cific industries.  Machine  construction,  building  construc- 
tion, naval  architecture,  electrical  industries,  mining,  navi- 
gation, architecture,  horticulture,  or  any  other  industry  the 
scientific  principles  underlying  which  admit  of  systematic 
exposition. 

Where  the  nature  of  the  subject  requires  it,  previous 
or  concurrent  study  of  (G)  (a),  or  of  the  related  branch  of 
(E)  or  of  (F),  will  be  made  a  condition  of  taking  any  sub- 
ject under  (G)  (b). 

(H.)     Handwork — Elementary  instruction  in  the  use  of  tools — woodwork,  iron- 
work— with  concurrent  instruction  in    drawing  to  scale,    and  the 
practice  of  such  occupations  as  needlework,  cookery,  laundry  work, 
dairy  work,  with  accompanying  explanations  of  processes. 
(I.)       (a)   Ambulance  work  (practice  and  theory), 
(b)   Physical  exercises. 

The  class  in  each  subject  or  group  of  related  subjects  attended  by 
the  same  pupils  must  meet  not  less  than  one  day  a  week  for  such  length 
of  session  as  may  be  approved  by  the  Department.  When  a  session  of 
less  than  twenty  weeks  is  proposed  a  statement  of  the  circumstances  in 
which  a  shorter  session  is  thought  desirable  should  be  given.  Each 
meeting  shall  be  of  not  less  than  one  hour's  duration  or,  in  the  case  of 
subjects  of  practical  instruction,  1^  hours. 

By  practical  instruction  is  meant  instruction  under  heads  (F),  (G), 
or  (H)  which  proceeds  mainly  by  means  of  actual  experimental  work 
on  the  part  of  the  pupils  themselves  in  properly  equipped  laboratories 
or  workshops,  supplemented  by  the  necessary  explanations  and  demon- 
strations. Supplementary  theoretical  instruction  may  be  reckoned  as 
part  of  the  practical  course,  but  to  an  extent  not  exceeding  one-half 
of  the  time  occupied  by  the  pupils  in  practical  work. 

Division  III.  Courses  for  Specialized  Instruction.  This  division 
shall  comprehend  organized  courses  of  systematic  instruction  arranged 
with  a  view  to  fitting  students  for  the  intelligent  practice  of  particular 
crafts,  industries,  or  occupations.  Courses  to  be  recognized  under  this 
division  must,  as  a  rule,  extend  over  at  least  three  years,  and  must  pro- 
vide for  such  minimum  of  instruction  in  each  year  as  may  in  each 
particular  case  be  proposed  by  Managers  and  approved  by  the  Depart- 


40  CONTINUATION  SCHOOLS 

ment.  For  the  benefit  of  pupils  who  intend  to  take  such  a  course  but 
are  not  yet  qualified,  Managers  may  form  a  class  preparatory  to  and 
distinctly  related  to  the  Division  III.  course  with  a  curriculum  to  be 
approved  by  the  Department  as  of  sufficient  breadth. 

Courses  may  be  instituted  under  Division  III.  to  provide  technical 
instruction  appropriate  to  any  crafts,  industries,  or  occupations,  ap- 
proved by  the  Department  as  suitable  in  the  particular  circumstances. 

Such  courses  may  be  classified  under  the  following  heads: 

(a)  Commercial  and  literary  courses. 

(b)  Art  and  art  crafts. 

(c)  Engineering — civil,  mechanical,  electrical,  mining,  sanitary, 
etc. 

(d)  Naval  architecture. 

(e)  Navigation. 

(f)  Architecture. 

(g)  Building  and  allied  trades, 
(h)     Textile  industries. 

(i)     Chemical  industries. 

(j)     Printing  processes. 

(k)     Women's  industries. 

(1)     Agriculture  and  rural  industries. 

(m)     Other   suitable    industries    or    occupations    not    included 

under  any  of  the  above  heads. 

Students  who  fulfil  the  requirements  of  Division  II.  will  be  eligible 
for  admission  to  the  Preparatory  class. 

Students  who  have  passed  successfully  thru  the  Preparatory  class 
or  any  year  of  a  course  in  Division  III.  will  be  eligible"  for  admission  to 
the  succeeding  year  of  that  course. 

Students  (a)  over  17  years  of  age  who  are  certified  by  His  Majesty's 
Inspector  to  be  qualified  to  benefit  by  the  instruction;  or  (b)  who  have 
been  more  than  one  year  in  an  approved  Supplementary  Course  and  have 
gained  a  Certificate  of  Merit;  or  (c)  who  have  been  two  years  in  an 
approved  Intermediate  Course;  will  be  eligible  for  admission  to  the  first 
year  of  a  Division  III.  course. 

Students  who  have  gained  an  Intermediate  Certificate  of  the  Scotch 
Education  Department  will  be  eligible  for  admission  to  the  second  year 
of  a  Division  III.  course. 

Students  who  have  had  a  Post-Intermediate  course  in  a  Secondary 
School,  and  have  gained  a  Technical  or  Commercial,  or  Leaving  Cer- 


THE  SCOTTISH  SYSTEM  41 

tificate,  may  be  admitted  to  a  third  year  of  any  Division  III.  course  to 
which  their  certificates  are  relative. 

Students  producing  satisfactory  evidence  of  other  qualifications 
which  may  be  accepted  by  the  Department  as  equivalent  to  any  of  those 
specified  in  the  five  preceding  Articles  will  be  eligible  for  admission  to 
the  year  of  the  Division  III.  course  corresponding  to  their  qualification. 

Classes  in  Division  III.  must  meet  not  less  than  twice  a  week  for  at 
least  twenty  weeks,  each  meeting  to  be  of  not  less  than  one  hour's 
duration,  or  in  the  case  of  subjects  of  practical  instruction,  one  and  one- 
half  hours. 

Division  IV.  Auxiliary  Classes.  This  division  shall  comprehend 
classes  for  instruction  in  physical  exercises,  military  drill,  vocal  music, 
woodcarving,  fancy  needlework,  elocution  (if  taken  in  connection  with 
an  English  course),  or  such  other  subjects  as  may  be  recognized  by  the 
Department  as  suitable  for  grants  under  this  division. 

These  classes  shall  be  open  to  all  pupils  who  are  free  from  the  ob- 
ligation to  attend  school  as  required  by  the  Education  Act,  but  it  shall 
be  a  condition  of  grant  that  the  Department  shall  be  satisfied  that 
Managers  are  using  all  reasonable  endeavor  to  encourage  the  attendance 
of  the  pupils  at  classes  of  other  divisions  also. 

CLASSES   IN   THE   SCHOOLS   AND  TEACHERS. 

Continuation  classes  are  carried  on  in  Edinburgh  in  25  schools:  6  of 
the  schools  are  set  apart  for  young  women  and  girls;  6  for  young  men 
and  boys;  10  for  both  sexes;  and  3  for  adults  over  20  years  of  age. 
Classes  for  the  completion  of  general  elementary  education  are  conducted 
in  17  of  the  schools.  Provision  is  made  for  one  or  more  courses  of 
specialized  instruction  in  each  school.  Courses  in  domestic  art  are 
organized  in  all  schools  to  which  girls  and  young  women  are  admitted, 
excepting  the  two  commercial  institutes. 

English  courses  are  taught  in 11  schools 

Commercial    courses    in 22  schools 

Technical    courses    in 14  schools 

Art  courses   in 6  schools 

Domestic   courses   in 17  schools 

There  are  six  schools  in  which  instruction  in  physical  exercise  is  given.  Swim- 
ming and  life-saving  are  taught  in  the  four  school  baths  belonging  to  the  Board. 

Vocal  music  is  taught  in 10  schools 

Wood   carving   in 3  schools 

Elocution    in 3  schools 


42  CONTINUATION  SCHOOLS 

The  total  number  of  classes  in  the  continuation  schools  for  the  year  terminating 
1911  is  as  follows: 

Division  I.  Classes  for  the  completion  of  general  elementary  education.  35 

Literary  English  classes 11 

Commercial  English  classes 306 

Technical  English  classes 74 

Art    classes 20 

Domestic     classes 288 

Recreative    classes 87 

Total  821 

There  are  421  teachers  employed  in  the  continuation  schools;  122 
are  trained,  certificated  teachers.  The  Board  has  arranged  courses  of 
lectures  on  the  art  of  teaching,  illustrated  by  practical  demonstration 
lessons  for  the  remaining  299  teachers. 

The  continuation  school  session  extends  over  a  period  of  26  weeks, 
beginning  about  the  end  of  September  and  closing  about  the  end  of 
March.  During  the  last  four  years,  the  school  has  had  a  summer  session 
of  12  weeks,  beginning  in  April  and  terminating  in  June. 

In  all  the  schools,  except  those  for  adults,  the  fee  is  five  shillings  for 
the  session,  which  is  returned  to  each  pupil  who  makes  80%  of  at- 
tendance and  is  given  a  satisfactory  report  from  the  head-master  as  to 
conduct  and  progress.  Pupils  who  enrol  for  one  night's  attendance  a 
week  must  make  90%  of  attendance  in  order  to  obtain  the  return  of 
their  fee.  The  classes  in  physical  exercises  are  open  free  to  all  pupils 
of  the  Board's  continuation  classes,  and  to  others  on  payment  of  a  fee 
of  five  shillings  which  is  returned  at  the  close  of  the  sessions  to  those 
who  make  90%  of  the  attendance  possible  for  the  whole  session  Prizes 
are  given  for  attendance  and  progress. 

COORDINATION  WITH  CENTRAL  INSTITUTIONS. 

Reference  has  been  made  to  Central  Institutions  which  cooperate 
with  the  continuation  schools.  This  includes  the  Heriot  Watt  College 
and  the  Edinburgh  College  of  Art.  The  general  principle  of  the  scheme 
is  that  the  elementary  instruction  in  English,  commercial,  technical,  and 
art  subjcts  should  be  given  in  the  continuation  schools ;  and  that  students 
who  have  successfully  completed  a  two  or  three  years'  course,  as  the 
case  may  be,  should  be  granted  a  certificate  based  upon  the  results  of 
class  work  and  class  examinations,  as  well  as  on  attendance  qualifying 


THE  SCOTTISH  SYSTEM  43 

them  for  admission  to  the  advanced  or  specialized  classes  in  the  cor- 
responding department  of  the  Heriot  Watt  College  or  Edinburgh 
College  of  Art.  The  scheme  for  coordination,  so  far  as  technical  work 
is  concerned,  is  a  success,  but  in  art  and  commercial  subjects  the  results 
have  not  been  quite  so  satisfactory. 

RECENT  DEVELOPMENTS. 

Among  the  important  steps  recently  taken  may  be  mentioned  the 
Educational  Census  made  by  the  Board  in  the  summer  of  1910,  with  a 
view  to  ascertaining  the  extent  to  which  young  persons  between  14  and 
18  are  taking  advantage  of  the  continuation  classes,  and  with  a  view 
to  studying  the  groups  of  occupations  followed  by  them.  The  formation 
of  Advisory  Committees  to  offer  suggestions  as  to  the  courses  of  in- 
struction and  the  equipment  required  for  the  various  classes  should  be 
referred  to  as  showing  the  intention  of  the  Board  to  direct  continuation 
class  instruction  to  profitable  and  practical  ends. 

During  the  last  two  years  considerable  progress  has  been  made  in 
the  provision  of  suitable  instruction  with  reference  to  the  crafts  and 
industries  practiced  in  the  district.  Special  classes  have  been  organized 
for  plumbers,  brass-finishers,  metalworkers,  leather-workers,  tailors, 
plasterers,  upholsterers,  French-polishers,  chemists,  and  for  the  higher 
rates  of  speed  in  shorthand,  in  addition  to  the  classes  which  existed 
previous  to  1909  for  mechanical  and  electrical  engineers,  masons,  car- 
penters, cabinet-makers,  bakers,  confectioners,  printers,  art  craftsmen, 
for  those  engaged  in  commercial  occupations,  and  for  domestic  training. 

In  connection  with  the  new  school  at  Tynecastle  a  range  of  18 
workshops  has  been  erected  where  proper  facilities  will  be  provided  for 
the  instruction  of  plumbers,  tinsmiths,  engineers,  pattern-makers,  brass- 
finishers,  moulders,  cabinet-makers,  tailors,  upholsterers  and  plasterers. 
In  the  construction  of  the  workshops  the  strictest  economy  has  been 
observed.  In  order  to  prevent  the  possibility  of  over-lapping  with  the 
Heriot  Watt  College  and  the  Edinburgh  College  of  Art,  and  the  con- 
sequent waste  of  public  money,  the  Board  have  had  the  advice  and 
guidance  of  the  practical  experts  of  these  Institutions  and  also  of  some  of 
the  practical  men  on  the  Advisory  Council  of  the  Educational  In- 
formation and  Employment  Bureau  in  drawing  up  the  schemes  of  work 
and  in  fitting  up  the  workshops. 


44  CONTINUATION  SCHOOLS 

QUESTIONS    FOR    FUTURE    CONSIDERATION. 

Among  the  questions  which  now  claim  the  attention  of  the  Board  the 
following  are  worthy  of  note,  viz : 

(1)  The  best  means  of  reaching  the  7,000  young  persons  in  the 
city  at  present  receiving  no  instruction. 

(2)  The  provision  of  more  suitable  classroom  and  workshop  ac- 
comodation  for  adolescents. 

(3)  The  prevention  of  overlapping  and  waste  by  judicious  schemes 
of  coordination  with  the  Central  Institutions. 

(4)  Increased  attention  to  the  teaching  of  citizenship  and  physical 
exercises. 

(5)  The  training  of  practical  experts  in  the  art  of  teaching. 

(6)  Further  cooperation  with  employers  with  a  view  to  the  in- 
stitution of  day  continuation  classes. 

EDUCATIONAL  INFORMATION  AND  EMPLOYMENT   BUREAU. 

In  September,  1909,  the  Board  opened  an  Educational  Information 
and  Employment  Bureau  in  their  offices  under  the  direction  of  the 
Organizer  of  continuation  classes.  Since  that  time  almost  2,500  appli- 
cations for  advice  regarding  further  educational  courses  and  suitable 
occupations  have  been  dealt  with.  Over  1,500  pupils  have  made 
personal  application  to  the  Bureau  for  employment,  and  almost  1,200 
of  them  have  been  placed  in  occupations  for  which  they  appear  suited 
by  natural  bent  and  educational  equipment.  The  services  of  the  Bureau 
have  been  utilized  by  almost  600  individual  employers. 

The  operations  of  the  Bureau  appear  to  have  exercised  a  strengthen- 
ing effect  on  the  link  between  the  day  school  and  the  continuation  school 
classes,  as  is  shown  by  the  large  percentage  of  leaving  pupils  who  now 
proceed  directly  to  the  continuation  classes.  In  order  to  bring  home  to 
parents  the  great  importance  of  selecting  suitable  occupations  for  their 
children  and  of  allowing  little  or  no  break  between  the  day  school  and 
the  continuation  classes,  the  members  of  the  Board  now  address  in 
February  of  each  year,  meetings  of  leaving  pupils  and  their  parents. 

COOPERATION  WITH    LABOR  EXCHANGE. 

In  January,  1910,  the  Board  of  Trade  opened  a  Labor  Exchange 
in  Edinburgh.  As  the  Juvenile  Department  of  the  Exchange  and  the 
Board's  Bureau  were  performing  related  duties,  so  far  as  the  employ- 


THE  SCOTTISH  SYSTEM  45 

ment  of  young  persons  was  concerned,  it  was  felt  that  in  the  interest 
of  economy  and  effective  industrial  organization  a  scheme  of  cooperation 
was  very  desirable.  As  the  result  of  negotiations  between  the  School 
Board  and  the  Board  of  Trade,  an  arrangement  has  been  made  whereby 
the  work  of  both  departments  is  carried  on  jointly  in  the  present  office 
of  the  School  Board.  All  young  persons  between  14  and  17  years  of 
age  are  dealt  with  there. 

The  Labor  Exchange  has  provided  an  officer  to  carry  on  the  work 
of  registration  of  applicants  for  employment  and  of  vacancies  intimated 
by  employers.  The  School  Board's  officer  continues  to  do  the  work  of 
advising  boys  and  girls  when  leaving  school  as  to  the  pursuits  for  which 
they  are  suited  and  as  to  the  opportunities  which  exist  in  the  various 
occupations.  It  is  also  his  duty  as  organizer  of  continuation  classes  to 
keep  the  system  of  further  education  in  real  touch  with  the  industrial 
needs  of  the  locality,  and  to  supply  information  regarding  the  edu- 
cational courses  suitable  for  groups  of  allied  trades. 

ADVISORY  COUNCIL SECTIONAL  COMMITTEES 

The  Bureau  is  under  the  charge  of  a  standing  committee  of  the 
Board  consisting  of  five  members.  Associated  with  the  committee  there 
is  an  Advisory  Council  comprising  representatives  of  public  bodies,  trade 
associations,  employers,  and  educational  experts.  It  is  the  duty  of  the 
Advisory  Council  to  give  advice  to  the  Board  on  all  matters  connected 
with  the  education  required  for  the  various  trades  and  occupations  in  the 
city  and  on  the  conditions  of  employment.  In  order  that  the  attention 
of  each  member  may  be  concentrated  on  the  industry  with  which  he  or 
she  is  connected,  18  Sectional  Committees  have  been  formed  to  deal  with 
the  following  subjects,  viz: 

1.  Printing.  10.  Upholstery. 

2.  Engineering.  11.  French  Polishing. 

3.  Brassfinishers'  Work.  12.  Baking  and  Confec- 

4.  Tinsmiths'  Work,  tionery. 

5.  Molding.  13.  Tailors' Work. 

6.  Building  Construction.  14.  Plasterers'  Work. 

7.  Plumbers'  Work.  15.  Art. 

8.  Carpentry  and  Joinery.  16.  English. 

9.  Cabinet-Making.  17.  Commercial  Subjects. 

18.     Domestic  Subjects. 


46  CONTINUATION  SCHOOLS 

The  duties  of  these  Sectional  Committees  are  as  follows: 

(a)  To  visit  the  particular  classes  which  they  are  chosen  to  deal 
with. 

(b)  To  offer  suggestions  to  the  Board  as  to  the  equipment  and 
schemes  of  work  of  those  classes,  and  as  to  further  means  cal- 
culated  to  increase  the  interest  on   the  part  of  the  workers 
concerned. 

(c)  To  make  an  annual  report  to  the  Board. 

The  work  of  the  Sectional  Committees  has  been  carried  on  with 
much  earnestness,  and  valuable  reports  have  been  furnished  to  the  Board. 
In  this  way  the  workshop,  the  counting-room,  and  the  business  establish- 
ment are  brought  into  close  contact  with  the  school,  and  a  definite 
practical  bent  is  given  to  the  instruction. 

EDUCATIONAL    CENSUS. 

In  the  summer  of  1910,  an  educational  census  was  taken  of  the 
children  and  young  persons  in  the  city  of  Edinburgh  with  a  view  to 
determining  two  main  points:  (a)  the  actual  number  of  young  persons 
for  whom  continuation  class  arrangements  should  be  made;  (b)  the 
nature  of  the  industries  of  the  various  districts  in  which  these  young 
persons  are  at  present  employed.  The  census  was  confined  to  houses  of 
a  rental  of  £130  per  annum  and  less.  It  was  ascertained  that  on  June 
1st,  1910,  the  number  of  young  persons  between  14  and  18  years  of  age 
was  14,988,  and  that  of  these  3,366  or  22.4%  were  attending  con- 
tinuation classes  or  other  institutions  for  further  study  not  including 
day  schools;  7,674  or  51%  were  not  taking  advantage  of  any  facilities 
for  further  study. 

Calculated  on  the  basis  of  the  1901  Census  the  total  number  of 
young  persons  between  14  and  17  in  Edinburgh  in  1910  may  be  stated 
to  be  19,094,  the  number  receiving  instruction  during  the  day  5,021, 
and  the  number  attending  continuation  classes,  central  institutions,  and 
private  schools  5,758.  Apparently  then  there  were  on  June  1st,  1910, 
in  round  numbers,  8,000  or  43.5%  of  the  total  population  between  14 
and  17  who  were  not  in  attendance  at  either  day  or  evening  classes. 
Almost  1,000  of  these  have  since  been  enrolled  in  the  continuation 
schools. 

There  were  43  occupations  in  the  city  in  which  more  than  50 
workers  between  the  ages  of  14  and  18  are  engaged.  These  important 
groups  of  industries  will  be  carefully  surveyed  with  a  view  to  showing 


THE  SCOTTISH  SYSTEM  47 

to  what  extent  provision  has  already  been  made  in  the  continuation 
schools  for  giving  instruction  in  the  subjects  which  are  directly  related 
to  them,  and  what  further  organization  is  required  to  meet  the  necessities 
of  occupations  still  unprovided  for.  Valuable  assistance  in  this  con- 
nection will  be  given  by  the  Sectional  Committees  of  the  Advisory 
Council. 

When  the  scheme  of  cooperation  between  the  Board  and  the  Labor 
Exchange  has  been  fully  developed  there  will  be  issued  to  pupils  at  the 
close  of  their  day-school  career  leaflets  and  pamphlets  giving  information 
about  the  conditions  of  employment,  the  rates  of  wages  in  the  district, 
the  general  nature  of  the  opportunities  and  prospects  in  each  industry, 
the  qualifications  most  required  on  the  part  of  the  learners  or  ap- 
prentices, and  the  technical  and  commercial  instruction  required  for 
each  occupation.  One  such  leaflet  concerning  employment  for  girls  has 
been  published. 

One  is  impressed  by  the  thoroness  with  which  the  Scotch  have 
undertaken  the  work  of  vocational  education.  While  the  Germans  have 
accomplished  more  on  account  of  larger  experience  and  more  favorable 
conditions;  the  Scotch  in  Edinburgh  have  developed  a  plan  that  com- 
pares favorably  with  that  of  most  German  cities. 


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